Self-esteem and locus of control on emotional stability of students with visual impairment in Imo state, Nigeria: Implication for counselling

##plugins.themes.academic_pro.article.sidebar##

Published Sep 1, 2023
https://doi.org/10.47434/JEREDA.4.2.2023.196
Download
pdf
Statistic

Downloads

Download data is not yet available.
Vol. 4 No. 2 (2023)

##plugins.themes.academic_pro.article.main##

Gertrude Egwim
Department of Special Needs Education Alvan Ikoku Federal College of Education Owerri, Nigeria
Charles Onwubiko
Department of Guidance and Counselling, Alvan Ikoku Federal College of Education Owerri, Nigeria
Chinwe Ann Anaeto
Department of Special Needs Education Alvan Ikoku Federal College of Education Owerri, Nigeria

Abstract

Introduction: Research has shown that visual impairment is associated with various psychological consequences which in turn affect emotional stability. Identifying factors that can influence emotional stability among students with visual impairment is, therefore, imperative.


Purpose: The objective of the study was to determine the main effect of self-esteem and locus of control on the emotional stability of students with visual impairment in Imo state, Nigeria.


Methodology: The study adopted descriptive research. Three instruments were used to collect data for the study; Rosenberg self-esteem scale (ɑ= 0.709), Leverson’s locus of control scale (ɑ= 0.73) and Totkova and Racheva emotional stability scale (ɑ= 0.855). A random sampling technique was used to select 62 students with visual impairment (38 males and 24 females). Rosenberg self-esteem scale, the data collected were analyzed using Analysis of variance (ANOVA) and Multiply regression analysis 0.05 level of significance.


Result: The result showed that the joint effect of self-esteem and locus of control on the determination of emotional stability was significant. The result also revealed that there was no significant difference in the emotional stability of male and female students in the study.


Recommendation: Schools should subject students with visual impairment at all levels of education to self-esteem and emotional tests. It is also important that self-esteem training and locus of control training be incorporated into the school curriculum at all levels of education.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Egwim, G., Onwubiko, C., & Anaeto, C. A. (2023). Self-esteem and locus of control on emotional stability of students with visual impairment in Imo state, Nigeria: Implication for counselling. Journal of Educational Research in Developing Areas, 4(2), 196-204. https://doi.org/10.47434/JEREDA.4.2.2023.196
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Ademokola, T.T., & Oludotun, U.O. (2016). Individual differences in emotion regulation processes among blind students: Psychosocial factors. Journal of Social Psychology, 20, 448-462.
  2. Akintunde, D.O., & Olujide, F.O. (2018). Influence of emotional intelligence and locus of control on academic achievement of underachieving high ability. Students. Journal for the Education of Gifted Young Scientists, 6(2),14-22.
  3. Ajobiewe, A.I. (2011). Effects of emotional intelligence and locus of control on the psychological well-being of adolescents with visual impairment. A Thesis in the Department of Special Education, Submitted to The Faculty of Education in Partial Fulfilment of the Requirement for the Degree Of Doctor Of Philosophy in Special Education of the University of Ibadan Ibadan, Nigeria.
  4. Augestad, L.B. (2017). Self-concept and self-esteem among children and young adults with visual impairment: A systematic review, Cogent Psychology, 4(1),1-12.
  5. Betervas, N. S., Suizzo, M., Durham, J. A., & Yarnell, L. M. (2008). A reliability generalization study of scores on Rotter’s and Nowicki-Strickland’s locus of control scales. Educational and Psychological Measurement, 68(1),97–119.
  6. Chennaz, L., Valente, D., Baltenneck, N., Baudouin J., & Gentaz, E. (2022). Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire. Acta Psychologica. 225. 103553. https://doi.org/10.1016/j.actpsy.2022.103553.
  7. Chronopoulou, E., Stamovlasis, D., & Papadopoulos, K. (2023). Self-esteem and locus of control of individuals with visual impairments before and during the COVID-19 pandemic: A latent class analysis. The British Journal of Visual Impairment. https://doi.org/10.1177/02646196231183892.
  8. Dodds, A. (1993). Rehabilitating blind and visually impaired people: A psychological approach. Chapman & Hall.
  9. Fersan, N.J. (2012). Students with visual impairment and maladjustive Development. International Journal of Psychology, 24(3), 233-241.
  10. Flouri, E. 2006. Parental interest in childrens’ education, childrens’ self-esteem and locus of control and later educational attainment: Twenty six year follow up of 1970 british birth cohort. British Journal of Educational Psychology, 76, 41-55.
  11. Gray-Little, B., Williams, V.S.L., & Hancock, T. D. (1997). An item response theory analysis of the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 23, 443-451.
  12. Halder S., Datta P. (2012). Insights into Self-concept of the adolescents who are visually impaired in India. International Journal of Special Education, 27(2), 86–93.
  13. Jondani, J.A. (2021). Locus of control in college students with and without visual impairments, and the visual characteristics that affect. Journal of Visual Impairment & Blindness, 115(1), 42-54.
  14. Khurshid, S., & Khurshid, S. (2018). Emotional stability among college youth with reference to the gender. International Journal of Science 30(4):615-618.
  15. Manitsa, I., & Doikou, M. 2022. Social support for students with visual impairments in educational institutions: An integrative literature review. British Journal of Visual Impairment, 40(1), 29–47.
  16. Nazir, N., & Khurshid, F. (2016). A comparative study of emotional intelligence among sighted and visually impaired school students. https://ssrn.com/abstract=2735664.
  17. Onuigbo1, L.N., Anyanwu1, J.I., Adimora, E.D., Akaneme, I.N., Oforka, T.I., Obiyo, N.O., Ezenwaji, I.O., Enyi, C., Aye, E.N., Chigbu, B.C., Eze, C.N., & Ogbuabor, O.E. (2019). Emotional self-regulation as a predictor of self-esteem and academic self-efficacy of children with visual impairment. Global Journal of Health Science, 11(8),29-38.
  18. Onwubiko, C., & Egwim, G. (2023). Physical and health impairment. In C.J. Anyanwu, U.Ihem-Chijioke,C.J.Atteng,FAtare ,M. Iheme, & C.N Ugwuegbulam. (Eds). Introduction to special needs education programmes and services.
  19. Pant, P., & Joshi, P.K. (2016). A comparative study of emotional stability of visually impaired students studying at secondary level in inclusive setup and special schools. Journal of Education and Practice, 7(22),53-58.
  20. Papadopoulos, K., Paralikas, T., Barouti, M., & Chronopoulou, E. (2014). Self-esteem, locus of control and various aspect of psychopathology of adults with visual impairments. International Journal of Disability, Development and Education, 61(4), 403–415.
  21. Pinquart, M., Pfeiffer J. P. (2014). Change in psychological problems of adolescents with and without visual impairment. European Child & Adolescent Psychiatry, 23(7), 571–578.
  22. Reinhardt, J. P., Boerner, K., & Horowitz, A. (2009). Personal and social resources and adaptation to chronic vision impaired over time. Ageing and Mental Health, 13(3), 367–375.
  23. Salimi S., Mohammadi E., & Sadeghi A. A. (2016). Comparison of emotion regulation strategies of blind students with sighted students. Iranian Rehabilitation Journal, 14(2), 127-132.
  24. Totkova, Z., & Racheva, R. (2019). A multidimensional method for assessing personality characteristics related to risky driving behavior. Psychological Research, 22(3), 334-338
  25. Tuttle, D. W. & Tuttle, N. R. (2004). Self-esteem and adjusting with blindness (3rd ed.). Springfield, IL: Charles C Thomas.
  26. Wani, A., Sankar, R., Angel, J., Dhivya, P., Rajeswari, S., & Athirai, K. (2016). Emotional stability among Annamalai University students. The International Journal of Indian Psychology, 3(4), 119-123.