British Journal of Education, Learning and Development Psychology (BJELDP)

Study Skills and Upper Basic Education Students’ Retention of Business Studies Lessons in Calabar Municipal Local Government Area, Cross River State, Nigeria.

Abstract

This study investigated study skills and upper basic education students’ retention of business studies lessons in Calabar Municipal local government area of Cross River State, Nigeria. In order to achieve the objective of the study, two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The population of the study comprised 2, 333 upper basic educations two students in public secondary schools in the study area. Proportionate sampling technique was employed in selecting a sample of 233 respondents. Of these number, 230 copies of the instrument were retrieved and used in the analysis. The instrument for data collection was the Study Skills and Upper Basic Education Students Retention of Business Studies Lessons Questionnaire (SSUBESRBSLQ) containing 39 items. The instrument was validated by two lecturers in Business Education unit and one expert in Measurement and Evaluation unit all from the University of Cross River State, Calabar. Simple linear regression analysis was used in testing the hypotheses at .05 alpha level. Findings revealed that reading skills and note taking skills significantly influence upper basic education students’ retention of business studies lessons in Calabar Municipal local government area of Cross River State. Consequently. it was recommended amongst others that students should develop keen interest in seeking to know what every piece of write up they come across entails as this will improve their reading skills, boost their academic achievements and position them as star performers wherever they find themselves in life.

Intrapersonal Conflicts in Higher Education Institutions: An Investigation.

Abstract

Although existing research has predominantly focused on external conflicts, intrapersonal conflicts, such as cognitive dissonance, affective dissatisfaction, and role tension, have received comparatively less attention. This study examined the impact of intrapersonal conflict on job satisfaction and productivity within a higher education institution, with a particular focus on the mediating roles of cognitive overload, emotional regulation, and self-efficacy. The study was guided by the cognitive dissonance, self-determination, and stress and coping theories. A cross-sectional survey design was employed, involving 206 participants. Data were analyzed using one-sample t-tests and structural equation modeling. The findings show that although intrapersonal conflict directly, significantly, and negatively affects job satisfaction, its effect on productivity is insignificant and negative. The results further reveal that intrapersonal conflict significantly increases cognitive overload, which, in turn, negatively affects job satisfaction and productivity. The results additionally demonstrate that intrapersonal conflict improves staff emotional regulation and self-efficacy. However, emotional regulation and self-efficacy do not significantly mediate intrapersonal conflict on the one hand and staff productivity and job satisfaction on the other. These findings underscore the indirect mechanisms through which internal conflict shapes workplace experiences and suggest that additional mediators, such as emotional exhaustion and role ambiguity may be influential. This study challenges prevailing assumptions about the buffering role of self-regulatory resources in workplace stress and advocates for addressing cognitive load in conflict research. The study further recommends organizational interventions aimed at enhancing role clarity and reducing stress to improve staff satisfaction and productivity.