Author Information
Vera Victor-Aigbodion, University of Nigeria, Nsukka, NigeriaChiedu Eseadi, University of Johannesburg, South Africa
Abstract
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are prone to poor career self-esteem. This research investigated the impact of a six-week virtual career intervention conducted in schools on the career transition self-esteem of Nigerian students with ADHD. Employing a quasi-experimental pretest-post-test design, 23 secondary school students with ADHD were divided into treatment and wait-list control groups. The intervention emphasized areas such as self-awareness, career exploration, and skill development. Data analysis was performed using Bayesian repeated measures ANOVA, which indicated notable enhancements in career transition self-esteem for the treatment group in comparison to the wait-list control group. The results underscore the significance of virtual career interventions in improving career transition self-esteem among Nigerian secondary school students with ADHD. This study also proposes avenues for future research to investigate the long-term effects of such interventions on the career transition experiences of students with ADHD.
Paper Information
Conference: PCE2025Stream: Education & Difference: Gifted Education
This paper is part of the PCE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Victor-Aigbodion V., & Eseadi C. (2025) Effect of School-Based Virtual Program on Career Transition Self-Esteem of Nigerian Students With ADHD ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 929-950) https://doi.org/10.22492/issn.2758-0962.2025.73
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.73
Comments
Powered by WP LinkPress