TEST ANXIETY AMONG ACADEMICALLY AT-RISK STUDENTS IN AKURE’S RURAL SECONDARY SCHOOLS: THE PREDICTIVE ROLES OF PARENTING STYLES, EMOTIONAL INTELLIGENCE, AND RELIGIOSITY

Autors/ores

  • Ndidi Mercy Ofole Associate Professor, Department of Counselling and Human Development Studies, Faculty of Education, University of Ibadan, Nigeria
  • Christianah Adetunmbi Borokini PhD-in-view, Department of Counselling and Human Development Studies, Faculty of Education, University of Ibadan, Nigeria

DOI:

https://doi.org/10.46827/ejes.v13i2.6543

Paraules clau:

test anxiety, academically at-risk students, parenting style, emotional intelligence, religiosity, rural schools

Resum

Test anxiety is a major psychological challenge among academically at-risk students, especially in rural settings with limited academic and psychosocial resources. This study investigated the prevalence of test anxiety and the predictive influence of parenting styles, emotional intelligence, and religiosity among secondary school students in rural community schools in Akure, Ondo State, Nigeria. A cross-sectional predictive correlational design was adopted, and 300 students (150 males, 150 females) were selected via multistage random sampling from six public secondary schools across Akure North and South Local Government Areas. Standardized instruments—the Parental Authority Questionnaire, Emotional Intelligence Scale, Religious Commitment Inventory, and Sarason Test Anxiety Scale—were used to collect data. Analyses included descriptive statistics, Pearson correlation, independent samples t-test, and multiple regression. Findings revealed that 80% of students experienced moderate to high test anxiety, with females reporting significantly higher levels than males. Test anxiety was negatively correlated with academic performance (r = −.62, p < .01). Parenting style, emotional intelligence, and religiosity collectively explained 53.7% of the variance in test anxiety, with parenting style being the strongest predictor, followed by emotional intelligence and religiosity. The study underscores the complex nature of test anxiety and highlights the need for integrated interventions that promote supportive parenting, emotional skill development, and culturally relevant coping strategies to enhance academic outcomes among at-risk students in rural communities.

 

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Biografies de l'autor/a

  • Ndidi Mercy Ofole, Associate Professor, Department of Counselling and Human Development Studies, Faculty of Education, University of Ibadan, Nigeria

    Dr. Ndidi Mercy Ofole is a Nigerian academic and counselling psychologist, serving as an Associate Professor in the Department of Counselling and Human Development Studies, Faculty of Education, at the University of Ibadan. She earned her PhD in Counselling Psychology and has developed a distinguished career in teaching, research, and postgraduate supervision. Her expertise spans counselling psychology, health and wellness counselling, positive psychology, and health promotion. Her research focuses on psychosocial development among adolescents and young adults, including emotional intelligence, sexual and reproductive health education, behavioural risk prevention, and therapeutic interventions for vulnerable populations. She applies evidence-based counselling strategies to address contemporary social and educational challenges. Dr Ofole has published extensively in peer-reviewed national and international journals, with her work widely cited in counselling, psychology, and education. She has supervised undergraduate and postgraduate research projects, mentored emerging scholars, participated in professional conferences, and contributed to editorial and scholarly review activities. Her researches are indexed in Google Scholar, linking to her published research outputs. Through her teaching, research, and professional service, Dr Ofole is a respected scholar in counselling psychology and human development studies in Nigeria.

    Google Scholar: https://scholar.google.com/citations?user=d-R0gE4AAAAJ&hl=en

    ORCID iD: https://orcid.org/0000-0002-3780-9351

  • Christianah Adetunmbi Borokini, PhD-in-view, Department of Counselling and Human Development Studies, Faculty of Education, University of Ibadan, Nigeria

    Christianah A. Borokini is a Nigerian, dedicated academic and emerging counselling psychologist currently pursuing her PhD in the Department of Counselling and Human Development Studies at the University of Ibadan. She has demonstrated a strong commitment to advancing knowledge in counselling psychology and human development through both her academic training and practical engagement in the field. Her research interests encompass psychosocial development, emotional well-being, positive psychology, and interventions that promote mental health and resilience among adolescents and young adults. She also specializes in parenting and family counselling, exploring evidence-based strategies to address behavioural, emotional, and social challenges within educational and community settings. In addition to her doctoral studies, Christianah actively participates in academic conferences, workshops, and professional networks, contributing to scholarly discussions on counselling, health promotion, youth development, and family dynamics. She is passionate about mentoring emerging scholars and applying her research insights to support therapeutic and educational programs that enhance individual and community well-being. Through her ongoing research, teaching involvement, and professional engagement, Christianah Borokini is establishing herself as a promising leader in counselling psychology and human development studies in Nigeria.

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2026-02-17

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Vol. 13 Núm. 2 (2026)

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