Abstract:
Achievement Emotion (AE), one of the important factors to academic success, is the
feeling of excitement that students receive during learning that leads to academic
success. However, meta-analytic findings have shown that AE of many senior
secondary students in Oyo State, Nigeria was on the decline. Previous studies
concentrated largely on students’ self-regulated learning with little emphasis on
behavioural modelling and emotion control therapies. This study, therefore, was carried
out to examine effects of Behavioural Modeling Therapy (BMT) and Emotion Control
Therapy (ECT) on AE among senior secondary students in Oyo State, Nigeria. The
moderating effects of gender and academic self-efficacy were also investigated.
The study was anchored to the Control Value Theory of Achievement Emotion, while
the pretest- posttest control group quasi-experimental design with a 3x2x3 factorial
matrix was adopted. The simple random sampling technique was used to select three
Local Government Areas- (LGAs): Ogbomoso South, Ogbomoso North and OgoOluwa out of thirty-three. Three secondary schools (one per LGA) were selected
through simple random sampling technique. The senior school I students were screened
with Positive Achievement Emotion Scale, and those who scored below 40% threshold
were randomly assigned to BMT (40), ECT (40) and control (40) group. The
instruments used were Achievement Emotion (𝛼= 0.92) and Academic Self-efficacy
(𝛼= 0.85) scales. The intervention lasted 10 weeks. Data were analysed using Analysis
of covariance and Duncan post-hoc test at 0.05 level of significance.
The participants’ age was 15.40 ± 1.10 years, and 58.4% were female. There was a
significant main effect of treatment on AE (F(2,103) = 329.81; partial 𝔶2= 0.87). BM was
more effective, though both BM and EC found to be effective. The participants in the
BM had the highest post mean scores (104.93), as against those in EC (94.35) and the
control (62.75) groups. There was a significant main effect of gender on achievement
emotion F(1; 103) = 9.04; partial 𝔶2 = 08). Female participants benefited more (𝑥 ̅=93.37)
than male participants (𝑥 ̅=85.37). There was a significant main effect of academic selfefficacy on AE (F(2, 103) = 3.57; partial 𝔶2= .07). Participants with high academic selfefficacy benefited most from the treatment (𝑥 ̅=93.43), followed by moderate (𝑥 ̅=89.40)
and low academic self-efficacy (𝑥 ̅=73.08). There was a significant interaction effect of
gender and academic self-efficacy on achievement emotion (F (2. 103) =3.39; partial 𝔶2 =
.06). There was no significant interaction effect of treatment and gender on achievement
emotion. The two-way interaction effect of treatment and academic self-efficacy and
three-way interaction effect of treatment, gender and academic self-efficacy were not
significant.
Behavioural modelling and emotion control therapies enhanced achievement emotin of
senior secondarystudents in Oyo State, Nigeria, with special consideration for gender
and academic self-efficacy. Counselling psychologists should adopt the two
interventions.
