Psychological factors and customized learning pathways in curriculum design

Habibat Bolanle Abdulkareem; Kamoru Abidoye Tiamiyu; Aldulkareem Olalekan Abubakar; Rukayat Adetoun Abdulkareem; Fadilat Oluwakemi Adegbenro

doi:10.17509/jik.v21i4.69694

Psychological factors and customized learning pathways in curriculum design

Habibat Bolanle Abdulkareem, Kamoru Abidoye Tiamiyu, Aldulkareem Olalekan Abubakar, Rukayat Adetoun Abdulkareem, Fadilat Oluwakemi Adegbenro

Abstract

This study explores the prevalence of mental health and learning pathways among undergraduate students in Kwara State, Nigeria. It examines the relationship between personality traits, learning pathways, and mental health behavior. Analyzing data from 1,502 respondents, the study categorizes mental health behavior into low, moderate, and high levels. Results indicate that most students (55.9 percent) exhibit low mental well-being, while 32.7 percent show moderate and 11.5 percent demonstrate high mental well-being. Regression analysis reveals that personality traits, including agreeableness, conscientiousness, neuroticism, openness to experience, and extraversion, collectively account for 51.2 percent of the variance in mental health scores. Among these traits, only conscientiousness significantly contributes, while other traits like neuroticism and agreeableness do not significantly impact mental health. These findings contrast with previous studies that reported higher levels of psychological distress and varying influences of personality traits on mental health. Recommendations include incorporating comprehensive mental health assessments into curricula, providing tailored mental health support, and integrating mental health resources within the educational framework. The study underscores the need for targeted interventions and support to address the high prevalence of low mental well-being among university undergraduates in the region.

Abstrak

Penelitian ini mengeksplorasi prevalensi kesehatan mental dan jalur belajar di kalangan mahasiswa sarjana di Negara Bagian Kwara, Nigeria, dan meneliti hubungan antara sifat-sifat kepribadian, jalur belajar, dan perilaku kesehatan mental. Menganalisis data dari 1.502 responden, penelitian ini mengkategorikan perilaku kesehatan mental ke dalam tingkat rendah, sedang, dan tinggi. Hasil penelitian menunjukkan bahwa sebagian besar siswa (55,9 persen) menunjukkan kesehatan mental yang rendah, sementara 32,7 persen menunjukkan kesehatan mental yang sedang, dan 11,5 persen menunjukkan kesehatan mental yang tinggi. Analisis regresi mengungkapkan bahwa sifat-sifat kepribadian, termasuk kesetujuan, ketelitian, neurotisme, keterbukaan terhadap pengalaman, dan ekstraversi, secara kolektif menyumbang 51,2 persen dari varians dalam skor kesehatan mental. Di antara sifat-sifat ini, hanya conscientiousness yang menunjukkan kontribusi yang signifikan, sementara sifat-sifat lain seperti neuroticism dan agreeableness tidak secara signifikan mempengaruhi kesehatan mental. Temuan ini berbeda dengan penelitian sebelumnya yang melaporkan tingkat tekanan psikologis yang lebih tinggi dan berbagai pengaruh dari sifat-sifat kepribadian terhadap kesehatan mental. Rekomendasi yang diberikan termasuk memasukkan penilaian kesehatan mental yang komprehensif ke dalam kurikulum, menyediakan dukungan kesehatan mental yang disesuaikan, dan mengintegrasikan sumber daya kesehatan mental dalam kerangka kerja pendidikan. Studi ini menggarisbawahi perlunya intervensi dan dukungan yang ditargetkan untuk mengatasi tingginya prevalensi kesejahteraan mental yang rendah di kalangan mahasiswa di wilayah ini.

Kata Kunci: desain kurikulum; kesehatan mental; penyesuaian pembelajaran; mahasiswa

Keywords

curriculum design; customized learning; mental health; undergraduates students

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DOI: https://doi.org/10.17509/jik.v21i4.69694