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The Influence Of Child Abuse On The Social Adjustment Of Pupils In Primary Schools
CHAPTER ONE -- [Total Page(s) 4]
Page 4 of 4
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According to Mauku (1996),
achievement orientation or motivation is a psychological motive to
accomplish, excel or attain higher goals similarly, Igwebuke (1997),
defined it as the degree of completion for excellence it equally means
that the internal drive that makes an individual to put in all efforts
in any work in order to achieve the purpose or goal of such work or it
is the internal urge that makes an individuals to set up a task of
moderate difficulty , fashion out strategies of performing the task and
persist in doing it in order to achieve standing excellence. All said
and done, it can be seen that individuals having positive achievement
orientation engage in challenging or competitive tasks, make use of
their creative abilities and take responsibility for their success and
failure. They equally try to perform to standard of excellence in
relation to others competing with them.
Achievement orientation has
three component (Cognitive ego, enhancing and effiliature) Bakare
(1976). The degree or level of these components in an individuals
determines the individual’s striving to succeed in academic task or any
other task.
It should be noted that the way an adolescent sees
himself in relation to his goals and to others, the kind of person he
believe himself to be and the kind of fear and aspirations he has are
major factors in delineating the things for which he strives.
Studies
of levels of achievement orientation have shown that one of the
important variable in determing the levels of achievement a child
proposes for himself is his previous experiences in like situations and
self-talk (Sears, 1996).
A-B-C of self-talk
(A) Is of
Activating situation the Activating situation refers to the situation
itself, or the things that happened when an adolescent begins to feel
bad such as being overloaded with essays and assignments or making a
silly comment which he later regretted. It is important to stick to the
facts when activating situation has been identified.
(B) Is for
beliefs. Belief comprise self-talk (thoughts) and assumptions, that an
adolescent makes about a situation. Identifying self-talk, can sometimes
be tricky this is because it is so automatic that often adolescent is
not even aware of what is going on his mind, when something happens and
he suddenly feel upset, he assumes that it is the situation itself
that has made him feel that way. However it is not the situation
(activating situation) but the way he perceive it (Beliefs) that makes
him feel the way he does.
(C) Is for consequence: The
consequences of beliefs include feelings and behavious feelings are
emotions such as sadness, anxiety, guilt, anger, embarrassment, joy,
excitement or stress. Behaviours are the things adolescents do, such as
communication, withdrawal, ask for help etc thinking negatively about
situations makes the adolescents feel bad and it can cause them to
behave in an unhelpful way.
(iii) Attribution theory: This theory
helps us to understand human motivation, reminds us that people who
experience frequent achievement often attribute their success to their
own effort or ability and their failure to their own lack of effort or
ability people who experience repeated failure, however, often attribute
their failure to bad luck or to task difficulty and their success to
good luck or the case of the task (Weiner 2000), for adolescents with a
history of failure teaching learning strategies alone may not be
sufficient to consist entry increase effort and persistence because the
attribution state often determines whether and to what extent a learning
strategy will be used.
(Borkowst; Weyling, and Turner 1996) The
research of attribution thoughts has spined investigations into
expectancy theory (Betancert and Weriner 2002; Dweak, 1996; Licht,
2003), which states that when a person feels success is possible he or
she is likely to exert greater effort, persist for a longer period of
time, and attribute a greater proportion of success to the effort
execrated than in someone who does not expect success (Carr, Boikowski,
and Maxwell, 2001, Deshler, Shumaker and Lenz, 2004; Garner, 2000;
Xasutake, Bryen and Dohin, 1996) to determine “where†and “how†self
talk fits into the scheme of achievement orientation must be derived.
The reality of emotional choice that people have definite control over
their emotional state is known in various circle as self-talk,
interpersonal communication (IAPC), imaging and visualization (Weaver
1997 ) self-talk is part of 1 APC, but the part can not be equal to the
whole.
Self-talk and 1APC are separated but related model of
communication, but all elements of ‘sender, receiver’, receiver,†and
transmitter, are carried out within individual people.
Pearson and
Nelson (1995) expanded the definition as not restricted to talking to
ourselves. It also includes such activities as internal conflict
planning for the future emotional evaluation of ourselves and others.
Self-talk
has potentially far reaching effects and will likely be used by those
who have a high internal locus of control and place a high value on
achievement self-talk is categorized as being positive or negative.
Positive self-talk has good implication for achievement and people’s
mental and physical well-being. However, the negative is not all bad.
The key to using self talk is to strive for an appropriate balance
between the two.
1.3 Statement of the Problem
It is quite
unfortunate that achievement orientation is seriously jeopardizing the
self-talk of the adolescents in secondary schools. The adolescent
self-talk could either be positive or negative, when the self talk is
negative, it is because self-defeating for instance, ‘I’m going to fail
for sure’.
Negative self-talk often causes adolescents to feel bad,
and to experience upsetting emotions or anxiety which influences their
academic work. It should be noted that what people say to themselves
does affects their ability to combat and ward off achievement. To this
end, an adolescent can tap into the power of his own self-talk by
recognizing it for what it is, reducing harmful negativity and
increasing the number of positive internal messages and it can be
achieved when the right thought process is encouraged (Positive self
statement), the self-talk of the adolescents will continue to be poor
and invariably a succession of failure may discourage student to a
point where frustration may block further efforts. This trend if
unchecked, may increase drop out rate in the secondary school level.
Mass failure is equally frustrating to parent and the trend may hinder
Nigeria’s scientific and technological advancement and general progress.
CHAPTER ONE -- [Total Page(s) 4]
Page 4 of 4
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ABSRACT - [ Total Page(s): 1 ]The study examined the influence of child abuse on the social adjustment of children in primary schools in Mainland Local Government Area of Lagos State. In this study, some relevant and extensive literatures were review under relevant sub-headings. The descriptive research survey was used to assess the respondents; opinions using the questionnaire and the sampling technique. In this study, 120 (one hundred and twenty) respondents were selected and used as samples to represent the population of ... Continue reading---
