Effects of Transactional Analysis and Assertiveness Techniques on Social Withdrawal Among Secondary School Adolescents in Kwara State, Nigeria
DOI:
https://doi.org/10.58222/13tr4z96Keywords:
Assertiveness Technique, Transactional Analysis Technique, Self-Efficacy, Social Withdrawal, AdolescentsAbstract
This study explored the overall effects of Transactional Analysis (TAT) and Assertiveness Techniques (AST) on social withdrawal among secondary school adolescents in Kwara State—a pre-test post-test and control group quasi-experimental research design. The target population was 1,002 students in three selected secondary schools. The sample comprised 60 mid-adolescent students (17 male, 43 female). A purposive sampling technique was used. The Self-efficacy Scale (SES) and Social Withdrawal Scale (SWS) were used for data collection, with reliability coefficients of 0.83 for the SWS and 0.72 for the SES. Univariate Three-Way Analysis of Variance (UNIANOVA) was used to test hypotheses at 0.05 level of significance. The findings showed that a significant overall effect of transactional analysis and assertiveness skill techniques on social withdrawal among secondary school adolescents (F.cal. =80.88, p.<0.05), no significant effect of gender on social withdrawal of adolescents, and there was a significant effect of self-efficacy on social withdrawal among secondary school adolescents (F.cal. =13.71, p.<0.05). The study concluded that TATs and ASTs significantly decreased social withdrawal among secondary school adolescents. Gender did not have a significant effect on social withdrawal, suggesting that both male and female students responded similarly to the TAT and AST interventions. Higher levels of self-efficacy among secondary school adolescents were associated with a significant reduction in social withdrawal. The study recommended that school counsellors should endeavour to implement transactional analysis and assertiveness techniques to help reduce social withdrawal among secondary school adolescents in Kwara State.
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