American Journal of Psychology <p>American Journal of Psychology is an open access journal hosted by AJPO Journals USA LLC. The journal extends its knowledge in the field of psychological science perspectives. Among the areas of psychology include biological, learning, cognitive, psychoanalytic and sociocultural perspectives. The journal takes pride in its fast and low-cost publication and moreover features in the Google scholar for easy referencing and access by search engines. The low-cost publication enable even the upcoming researchers to be in a position to afford the publication in this journal. The journal also allows the free access to scholarly journals which makes it useful in referencing in other related studies. A double blind peer review proficiency is implemented as far as the review of the research manuscript is involved which ensures a high quality publication articles in this journal. It can be identified as one of the best scholarly journal publications in the field of psychology. Journal metrics enable the researchers who have published their articles in this journal to access the number of downloads and views of the articles, which is an added advantage. The published journals serve as reliable templates for other authors in preparations and publication of their articles. Its indexed in google scholar, Crossref (DOI), Ebscohost, Research Gate among others.</p> AJPO en-US American Journal of Psychology 2791-1942 An Appraisal of Students’ Metacognitive Strategies and Learning: The Case of Undergraduate Educational Psychology Students of the University of Bamenda <p><strong>Purpose:</strong> This study aimed at investigating the role metacognitive strategies on students’ learning. In this regard the researcher sought to provide answers to two important research questions namely: 1) How does planning influence students’ learning? 2) How does self-monitoring influence students’ learning? The theoretical underpinnings of the study were provided by Tchombe’s Mediated Mutual Reciprocity Theory, Vygotsky’s Theory of Sociocultural Development, Piaget’s Cognitive Theory of Development Bruner’s Spiral Curriculum.&nbsp;</p> <p><strong>Methodology:</strong> A descriptive survey design was considered necessary whereby self-constructed close ended questionnaires in a four-point Likert scale format were given to 60 students randomly selected from the Department of Educational Psychology of The University of Bamenda. Data were analyzed by using simple frequencies and percentages.</p> <p>Findings: Findings of the study revealed that when students engage in planning and self-monitoring, they are better equipped to solve problems and to be better learners who learn in meaningful ways and are able to construct knowledge.</p> <p><strong>Recommendations: </strong>Recommendations were made to educational authorities, teachers and students. For educational authorities, it was recommended that they should closely monitor the teaching and learning process to ensure that learners are not passive observers in the classrooms but are actively engaged in the teaching and learning process. As for teachers, they should help learners to become lifelong learners by teaching the learners metacognitive strategies. Learners should also understand that learning should be about setting goals, planning and self-monitoring and learning must be meaningful.</p> <p>&nbsp;</p> Dr. Angu Roland Nji Copyright (c) 2023 American Journal of Psychology 2023-05-10 2023-05-10 5 1 44 51 10.47672/ajp.1456 Parental Engagement as a Predictor of Academic Performance among Secondary School Learners in Sheema District, Uganda <p><strong>Purpose: </strong>Globally, parents'&nbsp;engagement&nbsp;in their children's education has been found to result in improved academic success. This study investigated the prediction effect of parental engagement&nbsp;on students’ academic performance&nbsp;in government grant-aided secondary schools in Sheema District, South Western Uganda.</p> <p><strong>Methodology:</strong> The study used quantitative approach employing cross-sectional survey design. Participants included senior four students, parents of senior four students, and teachers teaching in senior four class. The participants were selected using simple random sampling technique. Data on parental engagement and learners’ academic performance were collected using a 5-point Likert scale questionnaire.</p> <p><strong>Findings:</strong> Study results indicated a statistically significant effect of parental engagement in provision of basic needs (<em>t</em> = 5.242, <em>p</em>&lt; .05), academic communication (<em>t</em> = 6.116, <em>p</em>&lt; .05), decision making (<em>t</em> = 5.834, <em>p</em>&lt; .05), infrastructural development and maintenance at school (<em>t</em> = 5.525, <em>p</em>&lt; .05), provision of conducive learning environment (<em>t</em> = 6.819, <em>p</em>&lt; .05), provision of adequate learning resources (<em>t</em> = 6.167, <em>p</em>&lt; .05) on learners’ academic performance. However, the combined effects of parental engagement aspects did not significantly predict learners’ academic performance. The results imply that parental engagement in learners’ educational pursuit should be encouraged so as to enhance learners’ academic performance.</p> <p><strong>Recommendation:</strong> It is therefore recommended that school programmes that can compel parents to participate in educational activities should be deliberately instituted so as to enhance academic performance among learners.</p> <p>&nbsp;</p> Duncans Mugumya Emmanuel Karooro Adrian Rwekaza Mwesigye Copyright (c) 2023 American Journal of Psychology 2023-03-18 2023-03-18 5 1 12 28 10.47672/ajp.1377 Assessing the Extent of Post-traumatic-stress Disorder from Kidnapping Experience of 5 Victims and their Significant others in Kaduna Metropolis, Kaduna State, Nigeria <p><strong>Purpose: </strong>Kidnapping has become a huge problem in parts of Nigeria such that residents of Kaduna metropolis who have become victims with their significant others are left to suffer varying levels of mental trauma. The study assessed kidnapping experiences and the Post-Traumatic experiences on the victims and their significant others in Kaduna Metropolis, Kaduna, Nigeria.</p> <p><strong>Methodology: </strong>A survey research design with snowball sampling method was utilized. A total of 10 male and female residents were participants in this study. Post-traumatic distress scale was used and interviews were conducted to collect quantitative and qualitative data respectively. The quantitative data was analyzed testing the hypothesis by way of independent T-test. The Qualitative data was analyzed using thematic narration .The hypothesis tested for the association between kidnap experience and PTSD of victims and their significant others in Kaduna metropolis, Kaduna State.</p> <p><strong>Findings:</strong> The study found that victims and their significant others suffered varying symptoms of PTSD stemming from the kidnap experiences in Kaduna metropolis, having PTSD scores ranging from (1.5– 3.7) on the PTSD scale as a result of kidnap experiences. Since all the p-values are greater than 5% level of significance, we therefore accept the hypothesis that there is no significant difference in the PTSD of kidnapped victims and significant others in Kaduna metropolis by way of the PTSD scale. Qualitative analysis revealed that the victims went through much traumatic experiences which had left them with trust issues and phobias, having changed their perspective on life as they once knew it.</p> <p><strong>Recommendation: </strong>The victims of kidnap and their significant others are in dire need of counseling therapy, psychological and or psychiatric intervention to limit disability as rehabilitation is vital. There is much needed social and financial support for victims, economic recovery schemes by federal and state governments are needed to minimize security issues.</p> O Aloku Chinonye D Atafo Copyright (c) 2023 American Journal of Psychology 2023-03-28 2023-03-28 5 1 29 43 10.47672/ajp.1388 Eradicating Violence Provoked by Narcissism and others Factors in Secondary Schools: Case Study of Fako Division South West Region of Cameroon <p><strong>Purpose:</strong> School violence is a major concern in Cameroon and the world at large. As an estimated 246 million children and adolescents experience violence in and around the school yearly. In spite of measures put in place by International Organizations and Government of Cameroon, the prevalence of school violence is still on a raise and the consequences devastating on the victims. This study aimed to investigate a transformative approach to curb school violence provoked by narcissism and other factors among secondary schools in Fako Division, South West Region of Cameroon.<br><strong>Methodology:</strong> In an effort to eradicate this ill, a mix research method, with a sequential explanatory design was used. The sample constituted of 381 students, 10 counselors, 10 school administrators, 10 community leaders and 10 parents. Questionnaires, interview and focus group discussion guides were used at different stages for data collection. Thematic analysis was used to analyses qualitative data and Microsoft Excel 2016, Epidata V.4.1 and R programming V.4.1.2 was used to analysis quantitative data.<br><strong>Findings:</strong> The study found that the school has as priority to put learners on the path to a promising future, but some dishonest persons hide behind the school to victimize others. It further revealed that a combined 54% of the respondents manifested narcissism at different levels and 44% rarely or never. However, narcissism explained only a portion of the cause of different forms of violence, with variations ranged from 2.2% to 10%. Other causes of school violence includes; drugs &amp; alcohol abuse, embarrassment from some teachers and friends, bullying, corporal punishment, age, past traumatic experiences, peer influence, poverty, negative family dynamics and intoxicated community, impulsive personality, lack of self-control, poor of class management skills, arrogance and misconduct from students. <br><strong>Recommendations:</strong> This study recommends a school-home-community partnership in order to manage narcissism and other violent behaviour. Parents should avoid the display of violence at home. They should create a home-school and community partnership and help children know that, they are not exemptions to the rules and regulations.</p> Afor Betek Mary Orok Copyright (c) 2023 American Journal of Psychology 2023-02-13 2023-02-13 5 1 1 11 10.47672/ajp.1348