GENDERED DIMENSIONS OF SOCIAL INSECURITY AND EMOTIONAL INSTABILITY: IMPLICATIONS FOR FEMALE STUDENTS' ACADEMIC ENGAGEMENT IN TARABA STATE, NIGERIA

Abstract

Despite national efforts to promote girl-child education,
female students in Northern Nigeria continue to face
educational and psychological challenges. This study
explores the relationship between social insecurity,
emotional instability, and academic performance among
female students at the College of Education, Zing,
Taraba State. A descriptive survey design was employed,
sampling 281 NCE students using the validated Social
Insecurity and Emotional Instability Questionnaire
(SIEIQ, á = 0.94). Data were analysed using descriptive
statistics, Pearson correlation, regression, and
exploratory factor analysis. Results revealed a strong
positive correlation between social insecurity and
emotional instability (r = .98, p < .01). Due to
multicollinearity, a composite variable, psychological
insecurity, was created and used in the regression model,
which significantly predicted academic performance (â
= -0.97, R² = .95, p < .001). Additionally, socio-cultural
and religious factors significantly predict psychological
insecurity, accounting for over 97% of the variance.
These findings reveals the systemic impact of gender based cultural and religious norms in shaping
educational vulnerability among female students. The
study recommends that meaningful educational
empowerment for girls requires integrated
interventions that address not only access but also
emotional well-being, gender equity, and socio
cultural transformation.