This study investigated cognitive restructuring in the treatment of test anxiety among learners studying in remedial centres in Ibadan, Oyo state, Nigeria. 120 learners studying in remedial centres programme in three centres in three Local Government Areas in Ibadan, Oyo State were the participants of this study. The study adopted pre-test-post -test quasi-experimental research design. Four null hypotheses were formulated and tested to guide the study at 0.05 level of significant. Two instruments were used in this study. They are: Test Anxiety Inventory by Spielberger (1980) which was used for screening and Bakare Test Anxiety (1969) which was used to elicit information on the dependent variable. Data obtained in this study was analyzed using the analysis of Covariance (ANCOVA). The results obtained from hypothesis one as revealed a significant main effect of treatment (Cognitive Restructuring Intervention Programme) on test anxiety of learners studying remedial centres. The post treatment outcome of participants based on gender indicated significant interaction effect of treatment on participants’ test anxiety. The result obtained from the third hypothesis revealed that there was a significant interaction effect of treatment on test anxiety of learners studying in remedial centres based on their type of school. Result of the fourth hypothesis showed a significant interaction effect of treatment (Cognitive Restructuring Intervention Programme) on test anxiety of learners attending remedial classes based on their study habits. The use of cognitive restructuring intervention programme was effective in the reduction of test anxiety among learners studying in remedial centres. It is recommended that workshops, conferences, symposium and seminars should be organized to train teachers on how to use cognitive restructuring intervention techniques in the classroom to reduce test anxiety among all categories of students.

The study investigated the relationship between personality types, learning styles, motivation, self-esteem and academic stress among the distance learners of Ibadan Study Centre. Six hundred (600) respondents were purposively selected from four randomly selected faculties. The age range of the respondents was between 25 and 46 years with a mean age of 35.5 and SD = 4.2. Three research questions were raised and answered in this study. Five instruments were utilized to elicit information from the respondents. The instruments include: Student Academic Stress Scale; Multi-dimensional Personality Inventory; Self-esteem Scale; Self-report Situational Motivational Scale and Learning Style Scale. The data collected were analyzed using Pearsons Product Moment Correlation Coefficient and Multiple Regression analysis. The results obtained revealed that there were significant correlations among the independent variables. The independent variables (agreeableness, conscientiousness, emotional stability, extroversion, general intelligence, learning style, motivation and self-esteem) made joint contribution to the prediction of academic stress among the distance learners. The result also shows that self-esteem made the most potent contribution to the prediction of academic stress among the respondents. The implication of this is that learners with high self-esteem and appropriate learning skills are not prone to academic stress because they must have overcome stress producing stimuli through adequate preparation.