Psychosocial factors influencing attitude towards abortion among undergraduates in Nigeria

Grace, Awopetu Ronke; Sunday, Fasanmi Samuel

doi:10.4314/gab.v9i2.72198

Cited by 2 publications

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“…This has been found to influence their attitudes toward religious issues. This finding corroborates the findings of previous studies (Mensah, 2019;Smith, 2003;Yenilmez, Ayranci, Ay, Erkaya, Ozdemir, & Kaptanoglu, 2006;Awopetu, & Fasanmi, 2011;Kasomo, 2012;Arndt, & Bruin, 2006;Mukama, 2010). This finding also confirms what Owusu and Asare-Danso (2014) found when they explored the use of Life themes pedagogy in teaching CRS.…”

Section: To What Extent Do Crs Students Apply the Religious And Moral...supporting

confidence: 92%

Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Mensah

Ampem

2023

AJERNET

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This study focused on the attainment of the aims of the Christian Religious Studies Curriculum from the perspectives of Senior high school students in Cape Coast. Particular attention was given to the role the aims play in shaping the affective domains of the students. The descriptive cross-sectional survey design was employed to conduct the study. Data were collected with a 42-item questionnaire (with a Cronbach Alpha reliability coefficient of 0.79) from 200 CRS students in Senior high schools in Cape Coast who were selected using the proportionate simple random sampling procedure. Descriptive statistical tools (frequency, percentages, mean and standard deviation) were used to analyse and interpret the data with the help of SPSS (version 25). Results from the study indicated that CRS students in Cape Coast have a low understanding of the biblical texts that are highlighted and read in the specified themes in the CRS curriculum. Also, CRS students in Cape Coast to a low extent adopt healthy attitudes and skills acquired from the Bible in their lives. It was therefore recommended that CRS teachers should also encourage and expose students to the need to develop and uphold good behaviours. Also, teachers of CRS should use approaches to teaching that foster understanding of passages that are read in class.

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Section: To What Extent Do Crs Students Apply the Religious And Moral...supporting

confidence: 92%

Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Mensah

Ampem

2023

AJERNET

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“…Students' attitudes towards religious issues like existence of God, purpose of creation, worship, prayer, faith, repentance, forgiveness, confession of sins, spirituality and life have been the focus of many researchers (Smith, 2003;Yenilmez, Ayranci, Ay, Erkaya, Ozdemir, & Kaptanoglu, 2006;Awopetu, & Fasanmi, 2011;Kasomo, 2012;Arndt, & Bruin, 2006;Mukama, 2010). Students' attitudes towards issues of religion are determined by their religion.…”

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confidence: 99%

“…It has also been established that, gender of students influences how they perceive and understand religious issues (Chemutai, 2015;Lehman & Thornwall, 2011;Arndt & de Bruin, 2006). Also, factors like environment (rural/urban), age as well as tribe of students influences their attitude towards religious issues (Jekayinfa, 2004;Awopetu, & Fasanmi, 2011). Jekayinfa (2004) again, is of the view that the school environment as well as the learners' home environment go a long way to determine their attitude towards moral issues.…”

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confidence: 99%

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Attitudes of Students towards Religious Issues: Do Demographics Characteristics Matter?

Mensah¹

2019

theijhss

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Attitudes of Students towards Religious Issues: Do Demographics Characteristics Matter? 1. Introduction Throughout the world, the issue of attitude has gained attention in recent times. Psychologist over the years have tried to unearth the main tenets of attitudes and how they are formed. The issue of attitude is as old as the existence of the first man. This is to say that attitude and 'man' cannot be separated, no matter how hard we try to. Due to this assertion, scientists who are interested in human beings and their society are also interested in the issue of attitude. In fact, earlier writers on human science (Thomas, & Znaniecki, 1918; Allport, 1954) did indicate that the study of human science and behaviour cannot be separated from their attitude. This is evident in the works of Allport and Ross (1968) who indicated that the issue of attitude a unique and essential concept in modern day psychology. However, under the general custom of attitude research, attempts to explain discriminatory behaviours have typically referred to attitudes, stereotypes, prejudice and ethnocentrism (Fazio, & Olson, 2003). The concept attitude has become and elusive term. In more recent times, current social psychologists and scholars in the field of human behaviour have propounded some definitions of the concept of attitude. Lord (1997) was interested in Frankfort-Nachmias' (1992) definition of attitude which was "mental or neural state of readiness represented by cognition, feelings and behaviour; organized through experience, deliberate learning and heredity. This exerts a directive or a dynamic influence upon an individual's response to all objects and situations with which it is related" (p. 241). Based on this, he described attitude as having three main components: the cognitive component; the feeling or affective component and the actions or behavioural component. For him, the three components are interrelated and therefore are always present anytime a person or an individual is said to hold an attitude. Hogg and Vaughan (2005) also defined attitude as "a relatively enduring organisation of beliefs, feelings and behavioural tendencies towards socially significant objects, groups or symbols" (p. 150). The enduring nature of attitude re-surfaces in this modern-day definition too. This is to say that the feelings, beliefs and behavioural tendencies that people exhibit which we term as attitude are mostly permanent and unchanging. This is not to say that attitudes formed cannot change, it can as we would see in forthcoming discussions in this chapter. More significantly, they expand the scope that the reactions are directed to, and include socially significant objects, groups and symbols. More recently, Maio, Maio, and Haddock (2010), have posited that attitudes are cognitive (beliefs, thoughts, attributes), affective (feelings, emotions) and behavioural information (past events, experiences) that characterises how people react to situations, people, objects etc. This description relates to that of both Lord (1997) and Hogg an...

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Psychosocial factors influencing attitude towards abortion among undergraduates in Nigeria

Cited by 2 publications

References 0 publications

Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Actualisation of the Aims of the Christian Religious Studies Curriculum by Senior High School Students in Cape Coast: The Affective Domain Inquiry

Attitudes of Students towards Religious Issues: Do Demographics Characteristics Matter?

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