ADVERSE CHILDHOOD EXPERIENCESAND BIBLIOPHOBIA; THE MODERATING ROLE OF SELF-EFFICACY AMONG UNDERGRADUATES IN NORTH CENTRAL, NIGERIA

Abstract

ABSTRACT

Universities across Nigeria equipped the libraries with recent and relevant learning materials to improve students’ learning ability. These efforts of equipping the libraries failed to achieve it aim as many textbooks and other learning material remain unused since they arrived. Understanding the effect bibliophobia is important for treatment-plan in order to improve students’ reading and learning ability. This study investigates adverse childhood experiences and bibliophobia; the moderating role of self-efficacy among undergraduates in north central, Nigeria

The study involved 426 (236(55.4%) male participants and 190 (44.6%) females participants. Age range is 18-70 years with a mean age of 2.1321 and standard deviation of 2.381, who were selected through multi-stage sampling technique. Student reading anxiety, adverse childhood experiences and self-efficacy scale were used for data collection. The study employed the cross-sectional survey design, and three hypotheses were tested using Hayes PROCESS macro. The result revealed a positive relationship between adverse childhood experiences and bibliophobia, and self-efficacy significantly moderated the relationship adverse childhood experiences and bibliophobia. Based on the findings, adverse childhood experience is a predictor of bibliophobia, and the self-efficacy can also reduce the effect of adverse childhood experiences and bibliophobia.

Keywords: Adverse Childhood Experiences Self-efficacy, Bibliophobia and Hayes Process Macro.