The Psychosocial Triad: Assessing the Impact of Depression, Sleep Quality, and Self-Esteem on the Academic Achievement of Teacher-Trainees in Northern Nigeria

Adebayo Aransiola Beatrice, Tiamiyu Abiola Abdulgafar

Abstract


This study assessed the joint and independent influence of depression, sleep quality, and self-esteem on the academic achievement of Colleges of Education students in Bauchi State, Nigeria, while also examining gender differences across these variables. A descriptive survey design was adopted. A sample of 302 NCE III students was selected from two state-owned Colleges of Education using a multi-stage sampling technique. Data were collected using the Rosenberg Self-Esteem Scale, Beck Depression Inventory-II, Pittsburgh Sleep Quality Index, and academic records (CGPA). Data were analysed using descriptive statistics, multiple regression, and independent samples t-tests. The regression model was significant (F(3, 298) = 85.47, p < .001), explaining 43.7% of the variance in academic achievement. Depression (β = -.304, p < .001) and poor sleep quality (β = -.150, p < .001) were significant negative predictors, while self-esteem (β = .186, p < .001) was a positive predictor. No significant gender difference was found in academic achievement (p = .192). However, female students reported significantly higher depression, poorer sleep quality, and lower self-esteem than male students (all p < .001). The academic achievement of teacher-trainees is significantly influenced by an interconnected triad of depression, poor sleep, and low self-esteem. A critical gender paradox exists where equitable academic output coexists with significant disparities in psychological well-being, necessitating integrated, gender-sensitive support interventions. 


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References


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