Assessing the Influence of Cognitive Distortions on Deviant Behaviours among Secondary School Students in Oyo State, Nigeria.

Abstract

This study explored the influence of cognitive distortions on deviant behaviours among secondary school students in Oyo State, Nigeria. Employing a mixed-methods survey design, the research incorporated photographic data collection to capture the nuanced behaviours of students. A sample of 328 students was randomly selected from five secondary schools. The findings revealed a significant positive correlation between cognitive distortions and deviant behaviours (r = 0.745, p < 0.01), highlighting that students with higher cognitive distortions are more likely to exhibit deviant behaviours. Additionally, the analysis uncovered notable differences in deviant behaviours based on school type (F(2,159) = 12.692, p < 0.01), emphasizing the role of school environments and culture in shaping student conduct.

These insights underscore the need for targeted interventions to mitigate deviant behaviours. Strategies such as cognitive restructuring and problem-solving training could effectively address cognitive distortions, while enhancing school climates and fostering positive teacher-student relationships may further curtail deviance. This research contributes to understanding the interplay between cognitive processes and behaviour, offering a foundation for policies and programs to promote healthier student development.