Abstract

This study investigated the effects of Schema Therapy (ST) and Life-skills Training (LST) in enhancing identity formation among in-school adolescents. The moderating effect of gender and self-efficacy were also examined. One hundred and fifty-seven SS2 students (males = 97, females = 60) were randomly selected from three secondary schools in Ilorin, Kwara State, Nigeria. A 3x2x3 factorial pretest-posttest experimental control group design was adopted for the study. There were two experimental groups and a control group. Analysis of Covariance and Scheffe post-hoc test was used for data analysis. The result showed a significant main effect of treatment on identity formation of in-school adolescents (F2,140=72.73, η2= .51). Participants in ST (=261.03) group had a higher enhanced identity status than those in the LST (=243.14) and control (=183.59) groups. Gender and self-efficacy had no significant main effects on treatment outcome, while there were no significant interaction effects of treatment and gender, treatment and self-efficacy as well as treatment, gender and self-efficacy on identity formation. Based on this findings, schema therapy and life-skills training were recommended in enhancing identity formation of in-school adolescents in Nigeria.