Self-esteem, Parental Involvement and Perceived Teacher Effectiveness as Determinants of Social-Emotional Competence among High-achieving Students in Oyo State
No Thumbnail Available
Date
2025-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Lead City University, Ibadan
Abstract
Socio-emotional competence among high-achieving secondary school students in Oyo State has been a problem because of the erroneous belief by the teachers and parents alike that developing the IQ alone is enough for the overall development of the students. Using a descriptive research design of the survey type, a sample of 789 students was drawn using the multi-stage sampling techique. Data were collected through the research instrument named Parental Involvement Scale, Rosenberg Self-Esteem Scale, Perceived Teacher Effectiveness Scale, and Socio-Emotional Competence Scale. Descriptive and inferential statistics, including multiple regression and t-tests, were employed to analyse the data at a significance level of 0.05. Findings showed that high-achieving students in Oyo State generally exhibited strong socio emotional competence, as reflected in their self-regulation, empathy, and understanding of personal emotions, with a weighted mean score of 2.94. Similarly, their self-esteem was high (weighted mean = 2.99), indicating a positive self-concept and minimal agreement with negative self-esteem indicators. Parental involvement was rated positively (weighted mean = 3.35), emphasising parents' active roles in emotional guidance, confidence-building, and monitoring of peer influences. Perceived teacher effectiveness also scored high (weighted mean = 3.18), highlighting strengths in relational competence, teaching-related behaviours, and mastery of subject matter. Hypothesis testing revealed significant findings. Self-esteem, parental involvement, and perceived teacher effectiveness jointly influenced socio emotional competence, explaining 48.5% of the variance (R² = 0.485, F = 245.675, p < 0.05). Among the predictors, parental involvement had the strongest relative influence (β = 0.438, p < 0.05), followed by perceived teacher effectiveness (β = 0.265, p < 0.05) and self-esteem (β = 0.111, p < 0.05). Gender differences in socio-emotional competence were statistically significant (t = 127.261 for males, t = 125.375 for females, p < 0.05), with both genders demonstrating high competence in all. Significant gender differences were also observed in self-esteem, with both male and female students showing similarly high levels (t = 83.525 for males, t = 118.254 for females, p < 0.05). The study concludes on the critical roles of external and internal factors in shaping socio-emotional competence among high achieving students, highlighting the importance of parental involvement and teacher effectiveness in fostering high achieving students’ socio emotional competence. The current study recommends implementing targeted school programmes to enhance emotional regulation, stress management, and teacher-student relationships, alongside fostering supportive home environments to sustain students’ self esteem and socio-emotional development.
Keywords: Socio-emotional competence, self-esteem, high-achieving students, parental involvement
Word Count: 387
Description
Keywords
Socio-emotional competence, self-esteem, high-achieving students, parental involvement
Citation
Kate Turabian