FUTURE-DIRECTED THERAPY ON ACADEMIC RESILIENCE AMONG ACADEMICALLY FRUSTRATED STUDENTS IN EXTRAMURAL CENTRES, OSOGBO, NIGERIA

Academic resilience is a concept that has been considered as a pointer of how well students are adjusting to school but there appears to be gross decline in students’ academic resilience in the recent times due to their performance in their external examinations in the last nine years which makes them academically frustrated. Reports have shown that many extramural students exhibit academic frustration in Osogbo, Nigeria. Previous studies focused more on causative factors than on intervention using Future-directed therapy (FDT). This study, therefore, was designed to determine the effects of FDT on academic resilience among academically frustrated students in extramural centres, Osogbo, Nigeria. The study also examined the moderating effects of perceived social support. The study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The simple random sampling technique was employed to select two extramural centres (Accurate extramural centre and Baycom Institute). The students were screened using Basic Psychological Need Satisfaction and Frustration Scale (α = 0.76). The instrument used were the social support survey (α = 0.89) and academic resilience (α = 0.75) scales and intervention guides. Forty-five participants in each centre scored below the norm and were trained for eight weeks with the help of the tutors and motivated with incentives. The data were analysed using Analysis of Covariance and Duncan post-hoc test 0.05 level of significance. The participants’ ages were between 15 and 25 and 52.2% were female. There was a significant main effect of treatment on academic resilience among the participants; (F (2, 73) = 5.725, partial 𝜂2= .136). There was a main effect of perceived social support on academic resilience of participants (F (2, 73) = 3.925, p < .05, 𝜂2= .097). No significant interaction effect of treatment and perceived social support on academic resilience of the participants was revealed. Future-directed therapy have effect on academic resilience among academically frustrated students in Osogbo, Nigeria. Counselling psychologists should use this therapy in handling academically frustrated students in extramural centres.