Influence of insecurity in the school environment on students’ psychological behaviour in tertiary institutions in South East Nigeria

Chinwe Augustina Enwere

doi:10.62672/hucse.v3i1.51

Authors

Chinwe Augustina Enwere Nwafor Orizu College of Educatio, Nigeria

DOI:

https://doi.org/10.62672/hucse.v3i1.51

Keywords:

Gender mediation, Insecurity, Psychological behavior, School environment, South East Nigeria, Tertiary institutions

Abstract

Insecurity and inadequate school environments are increasingly recognized as critical factors affecting students’ psychological well-being in tertiary institutions. In South East Nigeria, concerns related to safety, poor infrastructure, and unfavorable learning conditions may intensify stress, anxiety, and other psychological challenges, potentially undermining academic performance and overall development. This study adopted a quantitative research design to examine the influence of insecurity and school environment on the psychological behaviour of students in tertiary institutions in South East Nigeria, with gender considered as a potential mediating variable. A total of 3,000 respondents comprising 2,000 students, 500 professors, and 500 administrative staff were proportionately selected from federal and state universities, polytechnics, and colleges of education. Data were collected using structured questionnaires and analyzed through descriptive statistics, robust M-estimators, Pearson correlation, bootstrap confidence intervals, and multiple regression analyses, with ethical standards duly observed. The findings revealed strong positive relationships between insecurity, school environment, and students’ psychological behaviour. Specifically, insecurity showed a strong positive correlation with psychological behaviour (r = .665, p < .001), while school environment demonstrated a very strong positive correlation (r = .863, p < .001). Although gender was significantly associated with insecurity and school environment, its mediating effect on psychological behaviour was minimal. Regression analysis indicated that school environment significantly and positively predicted psychological behaviour, whereas insecurity exerted a negative influence. The findings are generalizable to the South East geopolitical zone of Nigeria and underscore the need for policies aimed at improving campus safety, infrastructure, and learning environments to promote students’ psychological well being and academic success.

References

Akinfalabi, M. A., Nwaogu, O. A., Akara-Nwaogu, L. N., & Onyido, J. A. (2023). Insecurity: A Bane to Secondary Education in Nigeria. Journal of Education in Developing Areas, 31(2), 466-479.

Andrew, S. U., Akwaji, F. N., & Udo, J. J. (2023). Economic insecurity and academic performance among modern-day Nigerian university students. Carvendish Journal of Social Sciences and Management, 1(2), 1-13.

Anyaeji, A. V. (2022). Education management in a period of insecurity in tertiary education in Anambra State. UNIZIK Journal of Educational Research and Policy Studies, 11, 94-99.

Aroyewum, B. A., Adeyemo, S. O., & Nnabuko, D. C. (2023). Aggressive behavior: examining the psychological and demographic factors among university students in Nigeria. Cogent Psychology, 10(1), 2154916.

Ata-Agboni, J. U., Sule, A., Friday, A., & Utenwuojo, M. (2024). Impact of Insecurity on Human Capital Development in Dekina Local Government Area, Kogi State, Nigeria. Journal of International Relations Security and Economic Studies, 3(3), 41-52.

Bichi, Y. M. (2021). Institutional approach to preventing and countering violent extremism in Nigeria: The perspective of state security service. Preventing and Countering Violent Extremism in Nigeria. Institute for Peace and Conflict Resolution, Abuja, Nigeria, 149-177.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

DeBate, R., Himmelgreen, D., Gupton, J., & Heuer, J. N. (2021). Food insecurity, well-being, and academic success among college students: implications for post COVID-19 pandemic programming. Ecology of Food and Nutrition, 60(5), 564-579.

Ekiugbo, U. K. E. (2023). School environment: Implication for pedagogy and quality assurance in social studies classroom in Nigeria. British Journal of Education, 11(10), 1-13.

Enemuo, C. J., & Muogbo, U. F. (2023). Extent of awareness and adoption of Zoom technology in teaching and learning among lecturers in colleges of education, Anambra State. International Journal of Education Research and Scientific Development, 2(2), 12–12.

Favour, M. U., Theresa, O. U., & Francisca, O. C. (2025). Impact of experiential learning strategy on secondary school students’ academic achievement in computer studies in Nnewi Education Zone, Anambra State. Indonesian Journal of Innovative Teaching and Learning, 2(2), 125–134.

Gidado, B. K., Apeh, H. A., & Akinwande, A. O. (2023). Learning Environment as Correlates of Academic Achievements of senior secondary school Students in North Central, Nigeria. GPH-International Journal of Educational Research, 6(04), 34-44.

Ikegbusi, N. G., Manafa, F. U., & Iheanacho, R. C. (2022). Influence of school facilities on academic achievement of public secondary school students in Lagos state. Journal of Educational Research & Development, 5(2), 77-89.

Mtimkulu, M. G. N. (2022). Promoting healthy school physical environments to improve learner academic performance: a framework for principals (Doctoral dissertation, North-West University (South Africa).).

Muogbo, U. F., & Nnoli, J. N. (2025). Negative influence of ICT on academic performance of junior secondary school students in Nnewi North LGA of Anambra State. Unizik Journal of STM, 8(2).

Muogbo, U. F., & Obiefoka, A. O. (2022). Impact of information and communication technology on entrepreneurial opportunities among secondary school students in Anambra State. International Journal of Advanced Academic & Educational Research, 1, 1–10.

Ndayebom, A. J., & Aregbesola, B. G. (2023). Tertiary Institutions. European Journal of Higher Education and Academic Advancement Volume, 1(5).

Nnoli, J. N., & Muogbo, U. F. (2025). Perceptions of teachers’ and students’ on the integration of ICT in chemistry instruction in senior secondary schools in Awka Education Zone. International Journal of Social and Education, 2(1).

Ofor-Douglas, S. (2022). University Education, Good Governance and Challenges of Insecurity in Nigeria. East African Journal of Education Studies, 5(1), 54-65.

Ogunnowo, F. A., Okonji, N. N., Nduka, O. H., David, S. O. E., & Ifunanya, I. (2022). Assessment of Security Facilities in Federal Tertiary Institutions of Enugu State, Nigeria. International Journal of Educational Research and Policy Making (IJERPM), 5(1), 1084-1095.

Okafor, C. F., Enemuo, C. J., Anakpua, B. C., & Muogbo, U. F. (2023). Blended learning for enhancing mathematics retention and conceptual understanding: Implications for STEM teachers. Nanotechnology Perceptions, 19, 1–10.

Omodero, C. O. (2024). Social Factors Associated with Insecurity in Nigerian Society. Societies, 14(6), 74.

Otekunrin, O. A. (2022). Investigating food insecurity, health and environment-related factors, and agricultural commercialization in Southwestern Nigeria: evidence from smallholder farming households. Environmental Science and Pollution Research, 29(34), 51469-51488.

Pedrini, L., Meloni, S., Lanfredi, M., & Rossi, R. (2022). School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence, 94(8), 1051-1067.

Uzor, S. C., & Ikenga, A. F. (2023). Security Policies and Sustainable Development in Anambra State, Nigeria. International Journal of Progressive Research in Engineering Management and Science, 3(04), 134-143.