PSYCHOLOGICAL RESILIENCE BUILDING AS A STRATEGY FOR MANAGING TRUANCY BEHAVIOUR AND ENHANCING ACADEMIC PERSISTENCE AND MOTIVATION AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN LOW-INCOME COMMUNITIES, KADUNA STATE, NIGERIA

Abstract

This study examined the effect of psychological resilience-building strategies for managing truancy behaviour and enhancing academic persistence and motivation among Junior secondary school students in low-income communities, Kaduna State, Nigeria. A quasi-experimental pre-test-posttest control group design was employed, involving 126 students selected from two schools in low-income communities. The experimental group (n=65) participated in an 8-week resilience-building program, which includes cognitive-restructuring, emotional regulation, stress management skills, and adaptive coping strategies while the control group (n=61) received conventional strategies such as disciplinary approaches, incentive and rewards and attendance monitoring during this period. Data were collected using the Academic Persistence and Motivation Scale (APMS) and analysed using ANCOVA at a 0.05 significance level. Results revealed a significant effect of psychological resilience-building strategies on reducing out-of-school behaviour, p = .000, and improving academic persistence and motivation p = .000. These findings suggest that psychological resilience interventions are effective in fostering students' ability to cope with socio-economic and academic challenges, thereby reducing school dropout rates. The study recommends integrating resilience-building programs into school curricula to enhance students' adaptability and commitment to education in low-income communities, Kaduna State.