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Impact of Family Structure on the Social and Emotional Behavior of Adolescents in Senior Secondary Schools, Kaduna State, Nigeria

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Impact of Family Structure on the Social and Emotional Behavior of Adolescents in Senior Secondary Schools, Kaduna State, Nigeria.

ABSTRACT

The role of family structure can not be over emphasized on the social and emotional behaviors of adolescents which have a great influence on their educational and physical attainment. The adolescence period is the transitional stage between childhood and adulthood.

Parents have the task of directing the behavioral development of adolescents towards the desired normative emotional and socially valued goals. Therefore the aim of this study was to determine how the family structure affects the social and emotional behavior of adolescent students. A total of 370 adolescents were selected from 12 senior secondary schools in 3 senatorial districts of Kaduna State.

A multistage sampling technique was used to select 370 samples from 6963 students in public senior secondary schools, questionnaire and students affective/psychomotor records were used for the collection of data from the students and their teachers.

Descriptive statistical analysis was used for analyzing the research questions. While t- test statistics was used for testing the null hypotheses 1- 4 at 0.05 level significant and Pearson product moment correlation coefficient for testing the relationship between the emotional and social behavior and psychomotor domain scored by their teachers.

The results of this study showed that the family structure of the adolescents influenced their social and emotional behavior; Adolescents from single parent families and those from dual parent families differed significantly in the social and emotional behavior.

It was also observed that adolescent from single mother families emotional and social behavior was significantly different from adolescents from single-father families. Based on these findings, it was recommended that the father and mother should stay together for good upbringing of their children.

TABLE OF CONTENTS

Title Page…………………………………………………………………………… i

Declaration………………………………………………………………………….. ii

Certification…………………………………………………………………………. iii

Dedication……………………………………………………………………………. iv

Acknowledgement………………………………………………………………….. v

Abstract……………………………………………………………………………… vi

List of Tables………………………………………………………………………. xi

Operational Definition of Terms…………………………………………….. xiii

CHAPTER ONE: INTRODUCTION

  • Background of the Study…………………………………………………… 1
  • Statement of the Problem…………………………………………………… 6
  • Objectives of the Study………………………………………………………. 9
  • Research Questions…………………………………………………………… 10
  • Null Hypotheses………………………………………………………………. 11
  • Significance of the Study……………………………………………………. 12
  • Basic Assumptions of the Study………………………………………….. 13
  • Delimitation of the Study……………………………………………………. 14

CHAPTER TWO: LITERATURE REVIEW

  • Theoretical Framework………………………………………………… 17
  • Family Structure…………………………………………………………. 19
  • Concept of Adolescence………………………………………………… 22
  • Adolescents Social Behavior…………………………………………. 25
  • Adolescents Emotional Behavior 28
  • Stress Faced During The Adolescents Period…………………… 30
  • Responsibility of Parents to Their Adolescents………………… 34
  • Parenting Style…………………………………………………………….. 37
    • Authoritarian Parenting………………………………………………… 37
    • Authoritative Parenting………………………………………………… 38
    • Permissive Parenting……………………………………………………. 39
    • Un-involved parenting…………………………………………………. 40
  • Parenting the Adolescents……………………………………………… 40
    • Parent-Child Relationship in Adolescence………………………… 41
    • Parental Influence on Adolescences Emotional and Social Development 41
  • Effect of Dual Parenting on Adolescents Behaviour………….. 43
    • Emotional Behavior of Adolescents from Dual Families…… 44
    • Social Behavior of Adolescent from Dual Families……………. 46
  • Effect of Single Parenting on Adolescents Behaviour………….. 47
    • Emotional Behavior of Adolescents from single Families…… 49
    • Social Behavior of Adolescents from single Families…………. 52
  • Empirical Studies………………………………………………………….. 57
  • Summary of Reviewed of Literature…………………………………… 66

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

  • Research Design…………………………………………………………… 70
  • Population for the Study……………………………………………….. 70
  • Sample Size and Sampling Procedure………………………………. 71
  • Instruments for Data Collection……………………………………… 74
    • Validity of the Instrument……………………………………………….. 75
    • Pilot study…………………………………………………………………… 75
    • Reliability of the Study………………………………………………… 76
  • Procedure for Data Collection………………………………………… 76
  • Procedure for Data Analysis…………………………………………… 77

CHAPTER FOUR:  DATA PRESENTATION AND ANALYSIS

  • Analysis of Demographic Characteristics of the Subjects……….. 78
  • Answer to Research questions……………………………………………. 79
  • Testing of Hypothesis……………………………………………………….. 89
  • Discussion of Findings……………………………………………………… 97
  • Summary of major Findings………………………………………………. 101

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS

  • Summary………………………………………………………………………… 103
  • Conclusion………………………………………………………………………. 104
  • Recommendations……………………………………………………………… 105
  • Limitation of the Study………………………………………………………. 106
  • Educational Implication……………………………………………………… 107
  • Suggestions for Further Study…………………………………………….. 108

References……………………………………………………………………………. 109

Appendix I…………………………………………………………………………… 119

Appendix II………………………………………………………………………….. 123

INTRODUCTION

Each day more than three-quarters of a million adults around the world experience the joy and heartaches, the challenges and rewards, of becoming new parents. Despite the fact that most people become parents, and everyone who ever lived have had parents, one thing is certain; it is the principal and continuing task of parents in each generation to prepare children of the next generation for the physical, economic, and psychosocial situations in which the children must survive and thrive.

Bornstein (1998), described childhood as the phase where parents’ experiences are believed to exert their most significant and salient influences. Childhood is also the time when human beings are particularly susceptible and responsive to external experiences. Bornstein(1998), further stated that human childhood duration is prolonged than any living creature for parental influence to be impacted to the individual.

The opportunity to enhance parental influence, and prolonged learning, is thought to be the evolutionary reason for the extended duration of human childhood. According to Agulanna (1999), the family lays the psychosocial, moral and spiritual foundations in the overall development of the child, while the mother’s significant role in this cannot be over-emphasized.

REFERENCES

Agbo, J.A(1997). Influence of single –parent on the academic achievement of adolescent in Secondary Schools”. A journal of teacher education (96 – 105).

Agulanna, G. (1999) in Uwaifo, V.O (2008).The effect of family structure and parenthood on the academic performance of Nigeria University Students” student Home comm., Sci 2(2): 121 – 124.

Allport, G.W. (1985). The Historical Background Of Social Psychology. The Hand Book of Social Psychology. New York McGrewHill, pp.23-56

Amato, P.R. (1993). Children’s Adjustment to divorce. Journal of Marriage of the family, pp 23-38.

Amato, P., & Rogers, S. (1999). Do attitudes toward divorce affect marital quality. Journal of Family Issues 20 (1), pp. 69–86.

Amato, P. R. (2001). The Consequences of Divorce for Adults and Children: In Robert M. Milardo (ed.), Understanding Families into the New Millennium: A Decade in Review. (Lawrence, KS: National Council on Family Relations): 488-506.

CSN Team.

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