{"id":16332,"date":"2023-03-14T04:37:20","date_gmt":"2023-03-14T04:37:20","guid":{"rendered":"https:\/\/file.currentschoolnews.com\/?post_type=product&p=16332"},"modified":"2023-03-14T09:15:43","modified_gmt":"2023-03-14T09:15:43","slug":"effect-of-cognitive-restructuring-on-social-competence-of-pupils-with-social-withdrawal-behaviour-in-nsukka-education-zone","status":"publish","type":"product","link":"https:\/\/pastexamquestions.com\/product\/effect-of-cognitive-restructuring-on-social-competence-of-pupils-with-social-withdrawal-behaviour-in-nsukka-education-zone\/","title":{"rendered":"Effect of Cognitive Restructuring on Social Competence of Pupils with Social Withdrawal\u00a0Behaviour in Nsukka Education Zone"},"content":{"rendered":"

Download Effect of Cognitive Restructuring on Social Competence of Pupils with Social Withdrawal\u00a0Behaviour in Nsukka Education Zone<\/strong><\/span>. Educational Foundation students who are writing their projects can get this material to aid their research work.<\/span><\/span><\/p>\n

Abstract<\/b><\/span><\/h2>\n

The study investigated the Effect of Cognitive Restructuring on Social Competence of Pupils with Social Withdrawal\u00a0<\/span>Behaviour<\/span>. <\/span><\/p>\n

Three research questions and three null hypotheses were generated to guide the study. The design of the study was a\u00a0<\/span>quasi-experimental<\/span>\u00a0non-equivalent pretest-posttest research design involving one experimental and one control group. <\/span><\/p>\n

The sample consists of eighteen (18) socially withdrawn primary school class five pupils from two schools in Igbo-<\/span>Etiti<\/span>\u00a0L.G.A in Nsukka Education Zone of Enugu State.<\/span><\/p>\n

Two instruments used for the study were an adapted Social Withdrawal Identification Scale (SWIS) and Social Competence Rating Scale (SCRS). These were validated by experts and used for data collection.<\/span><\/p>\n

Mean and standard deviations were used to answer the research questions, while analysis of covariance was used to test the null hypotheses.<\/span><\/p>\n

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Introduction<\/span><\/span><\/strong><\/span><\/h2>\n

Some individuals appear content to spend most of their hours and days removed from others due to lack of social interaction. Conversely, there are those individuals who, while in social company, avoid their confreres, or who actively choose lives of solitude to escape the initiation and maintenance of interpersonal relationships.<\/span><\/p>\n

In the cases of the avoidance of social company, solitude could hardly be construed as socially adaptive. <\/span><\/p>\n

It is not the display of solitude per se that may pose a problem; rather the central issue is that social withdrawal may reflect underlying difficulties of a social, academic or emotional nature (Kenneth, 2009). <\/span><\/p>\n

Social withdrawal is defined as an internal state in which the individual lacks a sense of belonging in social relationships leading to exclusion and inability to meet their social goals in the company of their peers (Chen 2006). <\/span><\/p>\n

According to Chen, this is more likely to have direct experience of peer neglect and rejection than their more sociable age-mates. <\/span><\/p>\n

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How to Download this Project Material<\/strong><\/span><\/h2>\n

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