https://learning-gate.org/index.php/2641-0249 <p>It is an online journal for the social sciences and humanities.<br /><strong>Impact</strong><br />0.09 Impact Factor (<a href="https://citec.repec.org/s/2022/ajpjocrss.html" target="_blank" rel="noopener">CitEc</a>)<br />1.667 2yr mean citedness (<a href="https://openalex.org/sources/s4210215578" target="_blank" rel="noopener">OpenAlex</a>)</p> <p>Article Publishing Charge : <strong>100 USD</strong></p> Learning Gate en-US Journal of Contemporary Research in Social Sciences 2641-0249 https://learning-gate.org/index.php/2641-0249/article/view/5235 <p>Online clinical psychology doctoral students experience significant stress as they balance demanding academic workloads with personal responsibilities, often leading to burnout (Cornwall et al., 2019). While previous research (Kusurkar et al., 2021) has explored the roles of self-compassion and well-being in addressing burnout, the specific predictors of burnout in this unique population remain underexamined. Our research study investigates the impact of self-compassion and well-being on burnout among online clinical psychology doctoral students. Sixty- five online doctoral students participated in the study. Regression analyses were conducted and findings indicated a significant negative relationship between well-being and burnout, suggesting that students with higher well-being experience lower levels of burnout. Results emphasize the importance of promoting well-being as a key strategy to mitigate burnout in this population. Although self-compassion was not a significant predictor in this study, its potential indirect or contextual effects warrant further investigation. The study highlights the need for targeted interventions to enhance well-being, which could improve mental health, build resilience, and support positive outcomes for online clinical psychology doctoral students.</p> Tiffany Thompson Magy Martin Don Martin Copyright (c) 2025 2025-03-06 2025-03-06 7 1 1 9 10.55214/26410249.v7i1.5235 https://learning-gate.org/index.php/2641-0249/article/view/5451 <p>The study examined the financial constraints limiting access to distance learning programs in Nigerian higher education institutions. A descriptive survey research design was adopted, and three research questions guided the study. The population comprised all undergraduate students in the 37 tertiary institutions with Distance Learning Programs in Nigeria. A sample of 400 respondents was selected using snowball sampling. Data was collected through a structured questionnaire titled “Financial Constraints in Limiting Access to Distance Learning Opportunities Questionnaire,” developed by the researcher and validated by experts. The reliability of the instrument was confirmed with a Cronbach Alpha coefficient of 0.79. Data analysis was conducted using mean and standard deviation. The findings revealed that financial constraints, including tuition fees and associated costs, significantly impact student access, enrollment, and completion in distance education. It was recommended that scholarships, technology grants, flexible payment plans, and low-interest loans be provided to improve access and retention in distance learning programs.</p> Ngowari Uchechi Kamalu Copyright (c) 2025 2025-03-14 2025-03-14 7 1 10 16 10.55214/26410249.v7i1.5451