Objective:The study objective was to determine the effects of cognitive-behavioural group guidance on entrepreneurial intention among university sandwich education students. Materials and Method:The design of the study was a group randomized trial involving pretest and posttest, while the area of the study was a federal university in South-East Nigeria. Entrepreneurial Intention Questionnaire (EIQ) was used for data collection while the data collected were analysed through analysis of covariance with repeated measures. Results:The results indicated that there was no significant difference between the participants' entrepreneurial intention in the treatment and no-treatment control groups at the initial measure; and that after cognitive-behavioural group guidance intervention, there was a significant increase in entrepreneurial intention among the participants in the treatment group comparing to their counterparts in the no-treatment control group. Conclusion:Cognitive-behavioural group guidance was effective in increasing entrepreneurial intention among university sandwich education students. It was therefore concluded that counsellors should adopt the techniques used in the study to help individuals increase their entrepreneurial intention, and that cognitive-behaviour group guidance should be adopted as counselling approach for helping university students develop intentions to venture into entrepreneurial business.

The researchers investigated the effect of the token economy on low academic self- concept of secondary school students in Enugu North, Enugu state, Nigeria. The pre test, post test, control group quasi-experimental design was adopted for this study. Two research questions and two null hypothesis tested at a 0.05 level of significance guided the study. The population of this study comprised 10,032 senior secondary school students II in Enugu North, Nigeria. The researchers sampled 60 students using purposive and cluster sampling techniques. Two instruments developed by the researchers were used for data collections, namely Students Low Academic Self- concept Identification Scale (SLASCS) and Low Academic Self-Concept Dictating Scale (LASCDS). The instruments were validated by experts in departments of measurement and valuation as well as Guidance and Counselling. The reliability of the instruments was ascertained through test-retest method using Cronbach Alpha Statistics which yielded reliability coefficients of 0.83 and 0.85 for SLASCS and LASCDS respectively. Data collected were analyzed using mean score and standard deviation to answer the research questions. The hypothesis was tested using the analysis of covariance (ANCOVA) at 5% level of significance. The findings revealed among others that TERS (Token Economy Reinforcement) is significantly effective in the reduction of low academic self- concept among students at post-test and follow-uptests. From the above findings, it was recommended among others, that Teachers, educators and instructors should make use of token economy reinforcement system in the reduction of low academic self- concept among students to enhance their academic performance for greater productivity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0041/a.php" alt="Hit counter" /></p>