Psychosocial Variables and Overschooling at the Tertiary Education Level: Implications for Psycho-Academic Interventions

Abstract

This study examined the individual and collective contributions of selected psychosocial variables to
overschooling at the tertiary education level. This ex-post-facto research randomly selected 500
graduate students from the University of Uyo for the study. The Self-assessment Graduate
Overschooling Questionnaire (S-GOQ) was used in obtaining data. Chi square statistics and
regression analysis were used in testing the two hypotheses in the study. The results indicate that
there is significant relationship between overschooling and each of the selected psychosocial variables
while the variables returned a no significant collective effect on overschooling. The implication of
these findings for psychoacademic intervention was drawn.