Department of Psychology and Education

Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana

2026-03-25T13:32:32Z

Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana Agbakplor, G. This study examined the impact of birth order and sibling relationship on school adjustment among selected senior high schools in the Central Region of Ghana. The study is critical since there is a societal concern about the school adjustment issues that arise when students, both male and female, detach from their homes to pursue academic goals in Senior High Schools. This study therefore looked at the adjustment issues from the perspectives of the students’ birth order and sibling relationship. Relevant literatures that were related to the study were reviewed. In order to be able to measure the variables for the study, four research questions and six hypotheses were developed. The Sequential explanatory Mixed Methods design was used. The main instruments used for data collection were questionnaire and interview schedule. The construct validity of the questionnaire was established using factor analysis and reliability using Cronbach’s alpha. The proportional stratified sampling method was used to select 522 students, and convenience sampling technique was used to select eight (8) students for the qualitative phase. Both descriptive and inferential statistics were used in analyzing the quantitative data. The Pearson Moment Product Coefficient (r), the step-wise multiple regression, the independent samples t-test and the One-Way Analysis of Variance (ANOVA) were used to test the hypotheses. The qualitative data was analyzed using thematic analysis. The study outcomes indicated that birth order of students did not play significant role in influencing variations in academic, institutional, personal/emotional, and social adjustment among students. Additionally, there was a moderate and statistically significant positive correlation between school adjustment and sibling relationships. Moreover, factors such as sibling goal setting, involvement, and encouragement had a significant predictive influence on school adjustment, whereas academic engagement did not. From the study findings, it is recommended that school authorities implement adjustment programs for secondary school students while considering birth order of students when taking decisions about the welfare of students. Senior High Schools are also to eliminate barriers hindering students’ full engagement in schools and create a conducive atmosphere and ensure the availability of social support for students. At home families are to prioritize effective communication and building effective relationship among siblings. The study is very significant to the curriculum developers and policy makers in education; as it serves as valuable information for senior high school administrators, enabling them to develop targeted intervention programs to support students in coping with the demands and challenges encountered in the educational environment. A Thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, Submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba AUGUST, 2024

Socio demographic variables, social support and acculturative stress among international students in Ghanaian Universities

2026-03-18T15:13:41Z

Socio demographic variables, social support and acculturative stress among international students in Ghanaian Universities Marfo, F This study examined the relationship between socio-demographic variables, social support, and acculturative stress among international students in Ghanaian universities, focusing on Methodist University Ghana (MUG) and Pentecost University Ghana (PUG). Using a pragmatic philosophical orientation, the study adopted an explanatory sequential mixed-methods design. The quantitative phase involved 148 participants selected through stratified random sampling, using the Acculturative Stress Scale for International Students (ASSIS) and the Index of Sojourner Social Support (ISSS). The qualitative phase applied Interpretative Phenomenological Analysis (IPA) to explore lived experiences behind the statistical results. Quantitative findings showed that personal safety (M = 30.16, SD = 8.15) and homesickness (M = 20.76, SD = 5.55) were the most significant stressors, while injustice had the least impact (M = 3.56, SD = 1.24). Regression analysis revealed that age and country of origin significantly predicted acculturative stress, while gender did not. Unexpectedly, social support was positively correlated with acculturative stress (β = .528, p < .001), suggesting that high support may sometimes intensify stress due to unmet expectations or overreliance on social ties. Qualitative results reinforced these findings, showing that while social networks helped students cope with discrimination and language barriers, they could also heighten stress. Francophone students reported greater challenges linked to communication difficulties and social exclusion. Overall, the study highlights the complex nature of acculturation and recommends that universities strengthen culturally sensitive support systems that acknowledge both the protective and burdensome aspects of social relationships, particularly for younger and culturally distant international students A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba SEPTEMBER, 2025

Retirement anxiety and psychological well-being of basic school teachers in selected municipalities in Ghana

2026-03-16T11:28:34Z

Retirement anxiety and psychological well-being of basic school teachers in selected municipalities in Ghana N-Yelbi, J The study examined retirement anxiety and psychological well-being of selected Basic school teachers in Ghana. It focused on retirement anxiety levels, influence of retirement on psychological well-being dimensions, relationship between retirement anxiety and psychological well-being, gender differences in retirement anxiety, experiences and concerns of retirement, and pre-retirement counselling programmes. Mixed methods approach underpinned by sequential explanatory design was adopted for the study. Quantitative and qualitative data were collected using questionnaire and a semi-structured interview. Multistage sampling and proportionate stratified random techniques were used to select 450 participants for quantitative phase. Maximum variation sampling was used to sample 24 teachers from 450 and interviewed in qualitative phase. Research questions 1 and 2 were analysed using mean and standard deviation, and MANOVA. Hypotheses 1 and 2 were analysed using Correlation and ttest. Research questions 5 and 6 were analysed thematically. The findings reported high levels of retirement anxiety. Mental health, financial insecurity and reduced social network influence psychological well-being. The findings reported positive relationship between retirement anxiety and psychological well-being. The findings also revealed gender differences in retirement anxiety. Experiences and concerns of retirement were related to financial, accommodation, detachment from significant others and professional identity shift. Pre-retirement counselling programmes included financial, social, psychological, emotional and psychological support, career transition counselling, and health and wellness programmes. The study concluded that teachers experience high level of retirement anxiety. It was recommended that school counsellors should organise individual and group counselling sessions for teachers on financial and health management and create social support systems. A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba JUNE, 2025

Cognitive and technology correlates of graduates’ entrepreneurship career choice in the knowledge economy.

2026-02-23T12:25:47Z

Cognitive and technology correlates of graduates’ entrepreneurship career choice in the knowledge economy. Anapey, M.G. Economists’ prescription of structural transformation and social intervention models for graduate employment are characterised by anecdotes and Westernised views at the neglect of exploring entrepreneurial career choices and indigenous knowledges with multivariate modelling in the Ghanaian setting. Hence, the concern-based adoption model, theory of planned behaviour, and post-modernism theories support the current thesis statement that graduate entrepreneurship career choice could be significant predictors of social-cognitive and technology integration literacy in the knowledge-driven society. The concurrent mixed method design was used with randomised 709 business students from seven Ghanaian public universities. Factor analysed 107- questionnaire items showed an average Cronbach alpha of 0.9 on seven latent variables. Rural Participatory Appraisal was used with 11 discussants. One-way MANCOVA and multiple discriminant analysis in IBM SPSS were applied to four main hypotheses with thematic analysis of narratives in NVivo Version 10. Multivariate and univariate assumptions (normality, homogeneity of variance-covariance matrices, linearity, independence of predictors, multicollinearity, and outliers checks) with several supplementary findings were explored. Statistically significant differences were observed between graduates' entrepreneurship career choices and social-cognitive traits. Practically, the MANCOVA model predicted 85.2% error variances in business students’ ability to develop career self-efficacy, goal-setting, locus of control, reasonable risk-taking, and the need for achievement. Personal and institutional factors had a significant relationship with students’ entrepreneurial decision-making. Students’ critical views on their curriculum’s inability to link theory to indigenous knowledges also emerged. The study concluded that cognitive-based strategies matched with technology integration are superior models for predictor youth entrepreneurial career intentions in today’s knowledge driven society. Implications for vocational guidance, parenting, curriculum design, and strategic employee selection are discussed. A Thesis in the Department of Psychology and Education, Faculty of Education, submitted to the School of Graduate Studies, University of Education, Winneba in partial fulfilment of the requirements for the award of the Doctor of Philosophy (Guidance and Counselling) Degree.