Virtual Career Counselling Platforms, Emotional Mastery Training and Academic Engagement of Technical College Students in Ogun State, Nigeria
1Saheed Adeyemi Kolade and *2I. O. Ojo David
1Business Education Department, Faculty of Education, Ahlikimah University, Kwara State, Nigeria.
*2Department of Arts and Social Sciences Education, St. Augustine College of Education, Akoka, Lagos State, Nigeria. Email: Oyezeun@gmail.com
Abstract
This study examined the relationship between virtual career counselling platforms, emotional mastery training, and academic engagement among technical college students in Ogun State. A correlational survey research design was employed to determine the predictive influence of these factors on students' academic engagement. Three public technical colleges were purposively selected from five in the state based on their structured implementation of both virtual career counselling platforms and emotional mastery training. The study targeted Year 2 students who had previously participated in these interventions, ensuring that only those with prior exposure were included. A purposive sampling technique was used to select 180 students for the study. Data were collected using three researcher-developed instruments: the Virtual Career Counselling Scale (VCCS), the Emotional Mastery Training Scale (EMTS), and the Academic Engagement Scale (AES). Each instrument contained 10 Likert-type items measured on a four-point scale. Expert validation was conducted to ensure content relevance, and a pilot study established the reliability of the instruments, with Cronbach’s alpha coefficients of 0.81 for VCCS, 0.78 for EMTS, and 0.84 for AES, indicating acceptable internal consistency. Data were analysed using Pearson Product-Moment Correlation and Multiple Regression Analysis. Findings revealed a significant positive relationship between virtual career counselling platforms and academic engagement (r = 0.436, p < 0.05), as well as between emotional mastery training and academic engagement (r = 0.412, p < 0.05). Furthermore, multiple regression analysis showed that virtual career counselling and emotional mastery training jointly accounted for 62% of the variance in academic engagement (R² = 0.62, F = 45.23, p < 0.01), indicating that both variables significantly contribute to students' academic engagement. Based on these findings, it is recommended that technical colleges institutionalise virtual career counselling platforms, integrate emotional mastery training into curricula, and seek government and stakeholder support to sustain these interventions.
Keywords: Virtual career counselling, emotional mastery training, academic engagement, technical college students, Ogun State
Reference
Adeyemo, T., & Salami, R. (2022). The impact of career guidance and counselling on students’ motivation and academic commitment. Journal of Educational Psychology, 45(3), 215–230.
Bello, K., & Johnson, O. (2018). Examining the influence of career counselling interventions on students’ academic engagement: A critical review. International Journal of Educational Research, 37(2), 145–159.
Egbetola, O. T., & Oyewole, O. (2024). Promoting sustainable economic development through entrepreneurship education. Journal of Science Vocational and Technical Education, 11(1), 74–82.
Eze, U., & Olaniyan, M. (2019). Emotional intelligence and academic success: A study of secondary school students. African Journal of Educational Development, 28(1), 98–112.
Gati, I., & Levin, N. (2019). The role of virtual career counselling platforms in enhancing students’ career decision-making skills. Career Development Quarterly, 67(2), 105–123.
Gross, J. J. (2015). Emotion regulation: Conceptual foundations and contemporary directions. Annual Review of Psychology, 66, 1–26.
Ibrahim, H., & Yusuf, L. (2020). Emotional intelligence training and academic engagement: Evidence from a Nigerian university. Journal of Educational Studies, 32(4), 301–317.
National Bureau of Statistics. (2022). Unemployment and skill mismatch among Nigerian youths: A statistical report. NBS Research Bulletin, 14(1), 45–67.
Ogundipe, O. G., & Oyewole, O. (2026). Digital literacy and institutional support as determinants of AI usability among social studies pre-service teachers in colleges of education in Oyo State. Rima International Journal of Education, 5(1), 1–13.
Olawale, J. (2019). Structural barriers to student engagement: A socio-economic perspective. Journal of Higher Education Studies, 12(2), 177–192.
Okonkwo, P., & Adebisi, T. (2021). Digital career counselling and academic resilience among secondary school students. Nigerian Journal of Career Development, 19(3), 89–102.
Oluwande, A. J., & Oyewole, O. (2023). Entrepreneurship intention and family background as determinants of young graduates’ entrepreneurship engagement in Ona-Ara Local Government, Oyo State, Nigeria. European Journal of Business and Management, 15(16), 9–14.
Oyewole, O., & Abiodun, S. O. (2025). Psychological factors and attitudes to graph-related concepts in economics among senior secondary school students in Ogun East Senatorial District, Nigeria. African Journal of Educational Research, 34, 94–99.
Oyewole, O., Idowu, O. T., Oyekanki, O. O., & Otubanjo, T. T. (2023). Classroom behavioural engagement among junior secondary school students in Ijebu-Ode, Ogun State. National Journal of Social Studies, 26(2), 138–148.
Oyewole, O., & Oderinde, O. (2022). Business management skills as a correlate of entrepreneurship engagement among government technical college students in Oyo State, Nigeria. Babcock University Journal of Education, 8(3–4), 1–11.
Pekrun, R. (2017). Emotion and learning: The role of emotional regulation in student engagement. Educational Psychologist, 52(1), 25–39.
Salami, A. (2019). Emotional distress and academic disengagement: The mediating role of stress management strategi