Self-Esteem

The study investigated self-esteem as a correlate of shyness among students with disabilities in secondary schools in Oredo Local Government. Four research questions guided this study. The study adopted a descriptive survey research design, and 100 learners with disabilities in Oredo Local Government participated in the study.

The research instrument consisted of a shyness and self-e teem scale, which was validated by the researcher’s supervisor and two other experts in the Department of Educational Evaluation and Counselling Psychology. The instrument was subjected to Cronbach’s alpha reliability testing, which showed a reliability coefficient of 0.71 and 0.73 for the shyness and self-esteem scales, respectively.

The findings revealed the prevalence of shyness among students with disabilities in public schools in Oredo Local Government. Furthermore, the study showed that shyness contributes to low self-esteem among these students. The study concluded that by addressing the psychological needs of learners with disabilities, educators and policymakers can create inclusive and supportive learning environments that promote the holistic development and well-being of students in secondary schools. The study recommended that school administrators and educators develop and implement targeted interventions within the school curriculum to address shyness among students with disabilities. Additionally, parents and caregivers should encourage and reinforce a positive self-image and sense of self-worth in children with disabilities.
Keywords: Self-esteem, Shyness, Students with Disabilities, Secondary Schools, Oredo Local Government, Inclusive Education If you want, I can also help you rewrite it in a more concise academic style suitable for publication in a journal—it would make it sound more professional and easier to read. Do you want me to do that?

The Impact of Social Media on the Mental Health of Undergraduates at the University of Benin. This study investigates how social media usage affects the mental health of undergraduate students at the University of Benin. The research was conducted within the university community and focused on determining the relationship between social media use and mental health outcomes such as anxiety, depression, self-esteem, and concentration. The main objectives were to examine the effects of social media usage patterns on students’ mental health and to identify possible interventions to mitigate negative outcomes. The study was guided by two key research questions: 1.What is the relationship between social media usage and mental health indicators (anxiety, depression, self-esteem, and concentration)? 2. How does passive browsing affect students’ psychological well-being? A descriptive survey design was employed. Data were collected through structured questionnaires administered to a sample size of 150 undergraduate students. The instruments used included standardized scales such as the GAD-7 for anxiety, PHQ-9 for depression, the Rosenberg Self-Esteem Scale, and custom questions on concentration. The data were analyzed using descriptive statistics and inferential analysis through SPSS. The key findings revealed that excessive social media use was significantly associated with higher levels of anxiety and depression, lower self-esteem,and poor concentration. Students who engaged in passive browsing reported more psychological distress than those who used social media actively and moderately. In conclusion, while social media offers certain academic and social benefits, its excessive and passive use negatively impacts the mental health of students. There is a need for awareness and counseling interventions targeted at digital well-being. It is recommended that: 1. University management should integrate mental health awareness and digital literacy into orientation and counseling programs. 2. Students should be encouraged to set healthy boundaries for social media use to enhance their academic and psychological well-be