Preference For Cyber-Counselling Among Nigerian University Students
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Preference For Cyber-Counselling Among Nigerian University Students
Abstract
The current study assessed the major and least prevalent counselling requirements of students enrolled in several undergraduate programs at Ankara University’s Faculty of Educational Sciences. In addition, gender and grade level disparities in those needs were studied. A total of 400 students were surveyed.
While students exhibited higher needs in academic, relational, emotional, and career challenges, they reported lower needs in self-defeating behaviours, sexual worries, gambling addiction, and excessive credit card spending. Furthermore, significant gender and grade inequalities were discovered in some demands.
Introduction
Turkey’s higher education enrolment has been increasing year after year (MEB, 2009), reaching 2.924 million during the 2008-2009 academic year (OSYM, 2009). To accommodate the rising demand for higher education, additional universities must be established around the country.
Recently, fifteen state universities were formed, and there are currently 139 universities, 45 of which are private. Today, it is obvious that universities’ primary goal is to provide educated and trained workers to meet labour market demands.
Universities, on the other hand, are responsible for students’ personal, social, and psychological growth, in addition to their cognitive and occupational development. Since 1984, it has been mandatory in colleges to establish student services to meet their demands (RG 1984). Cyber-Counselling
Student services, particularly counselling centres, struggle to meet expectations due to inadequate personnel, physical facilities, administration, job descriptions, and workload (Güneri, 2006; Güneri, AydÕn, & Skovholt, 2003).
Throughout their university years, students experience a variety of challenges, ranging from typical student concerns (developmental or informational) to more serious psychiatric issues (Kitzrow, 2003).
Individual and contextual factors influence student demands, which can sometimes take on a complicated form with numerous challenges (Benton, Robertson, Tseng, Newton, & Benton, 2003).
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