Journal of Studies in Social Sciences

Aims & Scope

Journal of Studies in Social Sciences is a peer-reviewed journal that publishes papers in all aspects of Social Sciences and Humanities, including but not limited to: Anthropology, Archaeology, Criminology, Economics, Education, History, Linguistics, Communication studies, Political science, International relations, Sociology, Human geography, Psychology, and elements of other fields as well, such as Law, Cultural studies, Environmental studies, and Social work.

ISSN: 2960-3684

Authors should ensure that

The manuscript submitted to the journal of studies in social sciences has not been previously published elsewhere and is not under consideration by any other journal simultaneously. Submitting the same manuscript to multiple journals is unethical and represents a breach of integrity.

Authors should also avoid redundant publications, meaning publishing substantially the same work in multiple articles or journals, as this can lead to misleading or duplicated information in the academic community.

By adhering to this criterion, authors demonstrate their commitment to upholding standards of originality, avoiding duplication, and preventing potential conflicts arising from redundant or simultaneous submissions. These practices promote the ethical dissemination of research findings and ensure credibility and quality in the field of social sciences.

Author Guidelines: link.

Publication Frequency: Continuous.

Open Access Policy

Journal of Studies in Social Sciences is an open access journal, published under an Attribution 4.0 International (CC BY 4.0). All articles are published in fully open and free access and authors retain the copyright of their articles.

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Vol 23 (2024)

Table of Contents

  1. Research Article
    The Mediating Role of Academic Self-Efficacy in the Relationship Between Procrastination and Test Anxiety Among Second-Year Students of College of Allied Health Sciences in PHINMA University of Pangasinan PDF
    Trisha Joy Caramat, Precious Shemaiah Obtinalla, Jeslyn Sison, Eunice Cardaño, Rockwell Alexsan Abrera, Kimberly Bacorro
    Procrastination and text anxiety are two of the most prevalent ongoing matters that hinder the academic performance of students. Self-efficacy, on the other hand, plays a crucial role in performing academic tasks. The goal of this research is to shed light on a crucial but understudied aspect of student behavior by investigating how the level of academic self-efficacy can influence the link between procrastination and test anxiety. To address this gap, researchers employed a cross-sectional-explanatory design as proposed by Johnson (2001) and conducted mediation analysis following Baron and Kenny’s framework of mediation analysis. The sample for this study consisted of 321 second-year students at the College of Allied Health Sciences Department of PHINMA University of Pangasinan. The study’s data were collected through self-report questionnaires, including the Academic Procrastination Scale (McCloskey, 2011), Westside Test Anxiety Scale (WTAS), and General Academic Self-Efficacy (GASE). The researchers’ findings showed a positive correlation between procrastination and academic self-efficacy, suggesting that students who engage in procrastination may possess greater confidence in their academic performance. Additionally, the researchers also identified a negative correlation between procrastination and test anxiety, indicating that procrastination may be linked to lower levels of test anxiety. Moreover, a negative correlation between test anxiety and academic self-efficacy is associated with reduced test anxiety. Mediation analysis also showed that self-efficacy was fully mediated by procrastination and test anxiety. The researchers stress the need for further research to understand the intricate dynamics of strategies to enhance academic self-efficacy.

  2. Research Article
    Attitude and Readiness of Teachers to Impart Value Education: Exploring Teachers’ Experiences and Views from a Private School in Sharjah PDF
    Sawsan Haj Abdul Kader, Solomon Arulraj David

    This research sought to examine teachers' attitudes and readiness towards imparting value education at a private school in Sharjah. The research was guided by four questions, investigating the attitudes and readiness of teachers to impart value education, perceptions of teachers' attitudes in recent research, teachers' own attitudes and readiness, and their experiences and views towards imparting value education. The population under study were the employees working in a Private school in Sharjah. The school has a total population of 150 primary teachers in the two schools. The researcher employed purposive sampling, a type of non-probability sampling, to select participants from the community for the quantitative research study from which 107 responses were received. The findings from the quantitative data revealed that the majority of teachers have a positive attitude towards teaching value education and feel comfortable, satisfied, and confident in doing so. These themes included the necessity of collaboration and partnerships, the call for extensive teacher training and professional development, the integration of value education across all subjects, the utilization of technology and resources, the importance of practical examples and real-life contexts, the promotion of moral and ethical standards, and the awareness of mental health. The study's findings provide insights for schools in UAE and beyond, informing strategies to enhance the effective teaching of value education. The findings underline the importance of comprehensive teacher training, collaborative efforts among educators, and the integration of technology and real-life contexts in teaching. It also highlights the need to consider the moral, ethical, and mental health aspects of education.

  3. Research Article
    The Intersection between Revenue Allocation and Economic Drive and Development in Nigeria since 1999 PDF
    Sunday Moses Adebayo Aloko, Nathaniel John Odoh, Ahmed Ibrahim

    Nigeria, a country abundant in natural resources located in West Africa, has encountered significant obstacles in effectively generating, managing, and utilizing revenue to foster sustainable economic growth and development, since the termination of military rule in 1999. This study delves into the impact of revenue allocation on Nigeria’s economic progress following the restoration of democratic governance in 1999. It scrutinizes the various revenue allocation mechanisms implemented before and during this period and evaluates their efficacy in advancing economic development in Nigeria. Against this backdrop, critical economic indicators such as Gross Domestic Product (GDP) growth, poverty rates, employment levels, and infrastructure development were scrutinized to ascertain whether the revenue allocation system adopted during Nigeria’s uninterrupted democratic rule has enhanced the country’s economic advancement. The historical research methodology was adopted, which involved the collection, analysis and corroboration of primary and secondary research data. The study finds out that despite the clear aspiration for economic development, sustainable development has not been achieved. This disappointing outcome is a result of poor planning, misallocation of resources, lack of people-oriented policies, transparency/accountability, political will, the prevalence of corruption, over-reliance on petroleum resources, and over-concentration of power at the center. These factors have undermined initiatives and innovations at the component units, leading to an increase in poverty levels, unemployment, and social inequalities. To address these issues, the paper recommends decongesting power from the center to promote competition and increase in revenue generation at the component units. Additionally, the enactment and implementation of policies that put Nigerians first, needs to be prioritized.