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• W1159691846 abstract "Bullying constitutes a significant threat to the mental, social and physical wellbeing of school children. As an old phenomenon and worldwide problem, it has defied several efforts to curb it. This study examined the effects of contingency management and cognitive self-instruction on bullying behaviour among secondary school students in Ogun state, Nigeria. The population for the study consisted of bullies in public secondaiy schools in Ogun state. Stratified random sampling technique was used to select three schools and purposive sampling was used to select the participants. The study adopted a3x2x2 pre-test and post test experimental research design consisting of two treatment groups and one control group. Adolescent Peer Relation Inventory (APRI) was the instrument used for data collection and a total number of one hundred and fourteen students participated. Analysis of covariance (ANCOVA) was used to analyse the three hypotheses formulated at the 0.05 level of significance. Results revealed a significant effect of cognitive self-instruction, contingency management and control on bullying behaviour (F^sub 2^, 101 = 6.444: p 0.05) and age(F^sub (1,101)^ = 2.081; p > 0.05) individually did not affect bullying behaviour. Based on these findings, it was recommended that psychologists, counsellors, parents, teachers and social workers should use these treatment packages in controlling bullying behaviour among secondary schools students. Also .the government should sponsor seminars/workshops for school counsellors and educational psychologists on how to use cognitive self-instruction and contingency management techniques in controlling bullying behaviour.Keywords: Cognitive Self-Instruction, Contingency Management, home setting, religion affliation and Bullying behaviourViolence cuts across generations, it affects every segment of the society and it is particularly common among school-going adolescents. Peer victimization as an important aspect of school violence which makes the students to be fearful of school and inhibits their learning potentials. It is a serious problem for school age children and for which they receive limited adult help. (Ehindero, 2010)In Nigeria, peer victimization among students seems to have attracted little or no attention from researchers probably because it is not seen as a serious social or educational problem. Traditionally, there is the tendency to regard peer victimization as a normal part of childhood experience which Nigerian children must learn to tolerate as part of the process of growing up (Obidi, 1990). However, in recent times, there has been a growing concern for the increasing level of student unrest, sexual victimization, violence and cultism in Nigerian schools. The dimensions which these problems have assumed and the inherent danger which they portend for the educational development of the nation make it expedient for educational researchers to investigate the phenomenon of peer victimization, which many believe set a pattern for other anti-social behaviour. The manifestation of the bullying has been prominent in Nigerian schools especially in the secondaiy school in the form of harassment and intimidation. Schools are claimed to be the safe place for children. Despite these claims, recent school violence has contributed to the perception that few places are safe anymore. Peer victimization at school can have significant impact on the young people, affecting their mental health, academic achievement, and overall socialization and adaptation. (Agnes, Asagwara & Ibu, 2009) .Religious bullying treating people badly because of their religious background or beliefs, saying bad things about a religious background or belief, calling someone names or telling jokes based on his or her religious beliefs.Within the past few decades, aggressive behavior among students has been an important issue for both researchers and policy makers. …" @default.
• W1159691846 created "2016-06-24" @default.
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• W1159691846 date "2013-09-01" @default.
• W1159691846 modified "2023-09-23" @default.
• W1159691846 title "The moderating effect of home setting and religion affiliation on the effectiveness of contingency management and cognitive self instruction on bullying behaviour of secondary students in Nigeria" @default.
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