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Gender Differences in Response to Cognitive Behavioural Therapy and Reality Therapy Among Academically Underachieving Higher School Students

Year: 2025

Type: article

Abstract: Academic underachievement in higher school students is a pressing concern globally, with far-reaching implications for students' future prospects and overall development. This paper investigated gender differences in response to cognitive behavioural therapy and reality therapy among academically underachieving higher school students. A sample of 120 students was selected using a multistage sampling technique. Research instrument used was the Academic Achievement Test (AAT). Two null hypotheses formulated were tested using linear regression analysis at .05 significance level. Findings revealed that participants exposed to CBPT and reality therapy showed a significant reduction in academic underachievement compared to those not so exposed(F(2, 116) = 17.07, p < .0005) and that gender does not moderate the effectiveness of CBPT or reality therapy (F(2, 116) = 1.33, p > .05).It is subsequently recommended, among others, that educators and therapists working with academically underachieving higher school students in Nigeria should consider incorporating CBPT and reality therapy into their intervention strategies.

Source: Zenodo (CERN European Organization for Nuclear Research)

DOI: 10.5281/zenodo.16810357

Authors: ADEOYE AYODELE O, AYODELE KOLAWOLE O, DIEUDONNE ACHUNCHE ASAMBANG, FILADE BANKOLE, NWAGBURUKA ADEKEMI, ABRAHAM ADEBOWALE, AKANBI ESTHER GEYIOJO

Institutions: Babcock University, Texila American University, Tai Solarin University of Education, Federal University of Agriculture, Abeokuta

Language: English

Topic: Psychological Treatments and Assessments

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: green

OpenAlex ID: W6912103624

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