GPH-International Journal of Educational Research https://gphjournal.org/index.php/er <p><strong><span style="color: #222222;"><span style="font-family: 'Aptos', serif;"><span style="aptos: Arial, serif;"><span style="font-size: medium; font-family: 'Aptos', serif;"><span style="color: #000000;">GPH-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH (E-ISSN 2795-3272 P-ISSN 2795-3264) publishes a wide range of high-quality research&nbsp; articles in the field (but not limited to) given below: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, etc</span></span></span></span></span>. <span style="font-size: medium;"><a title="Journal Impact Factor" href="http://www.gphjournal.org/index.php/index/jif"><span style="color: #222222;"><span style="font-family: 'Book Antiqua', serif;"><span style="helvetica: Arial, serif;"><span style="color: #000000;"><span style="font-size: 1.5em;"><span style="text-shadow: #FF0000 0px 0px 2px;">Impact Factor: 1.124</span></span></span></span></span></span></a></span></strong></p> GLOBAL PUBLICATION HOUSE en-US GPH-International Journal of Educational Research <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>GPH Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> Impact Of Maternal Deprivation on Adolescents’ Psychosocial Development in the Buea Municipality, South West Region Of Cameroon https://gphjournal.org/index.php/er/article/view/1210 <p><strong>The impact of maternal deprivation on adolescents’ psychosocial development in the Buea municipality, South West region. The objectives of this study were: to find out how maternal divorce influences on the psychosocial development of adolescents, to investigate how maternal death influenced the psychosocial development of adolescents and to identify the influence of maternal illness on the psychosocial development of adolescents. This study made use of the survey research design and the simple random sampling technique was used to select a sample of 50 students for the study. The questionnaire was used for data collection. Data was analyzed using the percentage and thematically.&nbsp; The findings revealed that 72% of the respondents supported the fact that when the mother is divorced it brings about indiscipline, truancy, promiscuity and aggressiveness, 62% of the respondents supported that maternal death brought about promiscuity, truancy and waywardness in adolescents and 62% of the respondents supported that maternal illness brought about negative impacts on the psychosocial development of adolescents. The study recommended that childcare activists and practitioners work towards creating a society where adolescents are very involved and not just mere victims of circumstances beyond their control and to find good therapeutic interventions to assist adolescents who are have been deprived from maternal care.</strong></p> Bongwong Bruno Nyambia Adrien ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-02-19 2024-02-19 7 02 01 11 10.5281/zenodo.10678191 Core self-evaluation and loneliness as predictors of internet addictions among undergraduate students https://gphjournal.org/index.php/er/article/view/1227 <p><strong>The study investigated core self-evaluation and loneliness as predictors of internet addiction among undergraduate students, two hundred and forty-seven (247) undergraduate students which comprised 139 females and 108 males with a mean age of 21.76 and SD of 5.07 were selected using multi-stage (cluster, simple random: by balloting and purposive) sampling techniques as participants from Enugu State University of Science and Technology, Enugu. Young (1998a) internet addiction test (IAT), Judge et al., (2003) Core Self Evaluation Scale (CSES) and Russell, Peplau, and Ferguson, (1978) UCLA Loneliness Scale were used for the gathering of data, correlational design was adopted, while hierarchical multiple regression using Statistical Package for Social Sciences (SPSS) Version 25 was used for data analysis. Finding revealed that core self-evaluation did not predict internet addict at sig.= .836 which is higher than the threshold of at p&lt; .05, loneliness also failed to predict internet addiction at sig. 556 which is higher than the value of at p&lt; .05. The two independent variable shows no relationship with the dependent variable at r= .1(r= .079), both core self-evaluation and loneliness contributed 0% to the variation of internet addiction at r2= .006, both independent did not jointly predict internet addiction at sig. .752, which is higher than the threshold of at p&lt; .05. Therefore, it is important to encourage students to develop a strong sense of core self-evaluation, as it can help them regulate their internet use and prevent addiction.</strong></p> Chinawa, Francis Chukwuemeka Anike, Raphael Ugwu Ekwo Jude Chukwudi Omeje, Obiageli Douglas, John Ufuoma Amadi, Martins Ikechukwu Ugwu, Chika Gloria Madike, Eunice Nwabugo ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-02-19 2024-02-19 7 02 12 23 10.5281/zenodo.10679381 Bien-être psychologique au travail et motivation professionnelle des enseignants des lycées de Douala https://gphjournal.org/index.php/er/article/view/1239 <p><strong>Cette étude part du constat selon lequelles enseignants du primaire et secondaire ayant manifestés leur mécontentement suite au non-respect des textes et lois encadrant leur profession ont fait des arrangements avec leur administration et se sont entendus sur la manière de résoudre cette crise professionnelle. Raison pour laquelle certains problèmes ont commencé à être décantés par l’administration. On devrait donc s’attendre&nbsp; à observer un changement dans la façon des enseignants de se comporter.Or nous faisons le constat de ce que certains d’entre eux continuent de venir en retard,&nbsp; ils ne corrigent pas les devoirs des apprenants ; bref ils sont laxistes&nbsp; dans les salles de classe. Ceci nous pousse à poser la question: quelles sont les raisons de cette démotivation professionnelle ?L’objectif de cette étude est de vérifier s’il existe un lien&nbsp; entre le bien-être psychologique au travail et la&nbsp; motivation professionnelle de l’enseignant. La théorie du bien-être psychologique au travail développée par Dagenais- Desmarais (2010) a permis d’opérationnaliser l’hypothèse générale en cinq hypothèses alternatives. Le devis quantitatif a été convoqué dans cette recherche. Lequestionnaire a servi à la collecte des données auprès de 150 enseignants du secondaire de la ville de Douala. L’analyse des données a été faite grâce à la corrélation de Spearman. Elle nous a permis d’obtenir les résultats suivants: pour : HR1 : Rho=-0,308 ; HR2 : Rho=-0,351 ; HR3: Rho=-0,134 ; HR4: Rho=-0,230 ; HR5: Rho=-0,324. Les résultats permettent de confirmer toutes nos hypothèses de recherches. Nous pouvons donc conclure qu’il existe un lien significatif entre le bien-être psychologique au travail et la motivation professionnelle de l’enseignant.</strong></p> Douanla Djiala Adeline Merlyne ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-03-03 2024-03-03 7 02 24 36 10.5281/zenodo.10775281 Dimensions of Practical Intelligence Amongst the Bafut People, North West Region of Cameroon https://gphjournal.org/index.php/er/article/view/1244 <p><strong>Most teachers concentrate only on test as a tool for assessing intelligence. This dimension is perceived as rather not holistic; thus exerting a dysfunctional consequence on the learner’s real-life output. It seems these teachers do not have an awareness of the importance of practical intelligence. Their conceptualization of childhood makes matters even worst. A more engraved problem is that they are not even aware that practical intelligence varies from one culture to another and thus this makes it difficult for teachers to implement appropriate teaching and assessment tools that enhance practical intelligence abilities in schools. Realizing this, the government designed a new curriculum for nursery and primary schools in Cameroon which took effect from September 3<sup>rd</sup> 2018. With this, there is the need for teachers to develop ways of boosting children’s abilities for survival in all environments.&nbsp; If things are not handled well, what is the way forward if children’s potentials or practical intelligence abilities are not exploited? So it is my concern that such important tools should not be neglected. The takeoff point is for teachers to have knowledge on how different culturessee, engage and give meaning to the concept of practical intelligence. In such a way, a well-structured schema would obtain that gives a leeway for an evaluation and grading system for learners who otherwise display strong competencies in acquisition of knowledge for survival in life.It is against this backdrop that the author carried out a study on Bafut people’s conceptualization of practical intelligence. This research raises key questions which when put in the right perspective, will surely carve a niche for the teaching and assessment of practical intelligence abilities in the conventional education system.</strong></p> Mary Lum Che Feh ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-03-03 2024-03-03 7 02 37 48 10.5281/zenodo.10775348