Influence of Parenting Model on Social Adjustment of Adolescents in Senior Secondary Schools in Calabar, Cross Rivers State
Chapter One
Objectivesย of the study
- To examine the relationship between different parenting models and social adjustment among students and adolescents in secondary school in Cross Rivers State.
- To establish the relationship between social adjustment and studentsโ academic achievement in secondary schools in Calabar, Cross Rivers State
- To assess the relationship between the different parenting model and academic achievement in secondary schools in Calabar, Cross Rivers State
CHAPTER TWOย
LITERATUREย REVIEW
ย ย Introduction
There have been many studies on the considerable knowledge gaps on the subject inย Nigeria and available literature will be reviewed on parenting model and social adjustment among adolescents. It is in this light that this study will be carried out to explore the effect ofย parenting model and social adjustment on studentsโ academic achievement in secondary schools in Calabar, Cross Rivers State.
ย Parenting modelย andย social adjustment
Alsheikh (2010) noted that parenting model is a way to categorize and measure the qualityย and type of interaction between parents and children. Social adjustment concept according to Drewย (1996) is a psychological construct which refers to what an individual thinks about himself.ย Measures of social adjustment include self-confidence, sense of self-worth, self-respect, self-regard,ย self-assurance and pride as aspects of personal description (Drew, 1996). According to (Bandura,ย 1997), social adjustment is the belief in oneโs capabilities to organize and execute courses of actionย requiredย to produce given attainments.
Parents strive to protect and prepare their children for life in the world and how that goalย is approached varies (Goodnow, 1998).ย Parents vary in their interactions with children alongย dimensionsย ofย warmthย andย demandingnessย (Goodnow,ย 1998).ย Baumrind,ย (1988)ย classifiedย parent-childย interactionsย intoย authoritarianย characterizedย byย lackย ofย warmthย andย highย demandingness,ย authoritativeย characterizedย byย highย warmthย andย highย demandingnessย andย permissive interaction characterized by high warmth and low demandingness. Social adjustment hasย beenย foundย toย beย influentialย inย theย actionsย andย successย ofย individualsย inย manyย differentย areas, includingย overcomingย fears,ย successย inย theย workplace,ย hardย lifeย transitionsย andย academicย performance ( (Bandura, 1986; Chemers, Hu&Garcia, (2001). For example, Kansiime (2015) inย his study on parenting perspectives, trajectories and influences among migrant Nigerian mothersย inย Swedenย foundย outย that,ย mothersย remainedย protectiveย andย strictย onย shapingย childrenโsย behaviour through denial of materials because physical punishment was abolished in Sweden.ย The Nigerian-migrant mothers also understood parenting as role modelling, creating friendshipย with the child, loving the child, teaching and guiding to develop good character traits includingย social adjustment.
Deshpandeย andย Chabiriyaย (2014)ย inย theirย studyย foundย thatย parenting modelย affectsย adolescentsโ social adjustment. The study examined acceptance, concentration and avoidance attitudesย among parents and results showed that adolescents who perceive parental acceptance attitudesย haveย aย higherย social adjustmentย thanย theย adolescentsย whoย perceiveย concentrationย andย avoidanceย attitudesย among parents.
Rudy (2006) noted that one of the classic measures of adolescent adjustment in parentingย studies is the social adjustment. Isabel et al (2007) posit that social adjustment is categorized into fourย dimensions, that is, academic, social, family and physical social adjustment. Deshpande and Chabiriyaย (2014)ย holdย thatย parenting modelย affectย adolescentsโย social adjustment.ย Underย parenting model,ย adolescentsย whoย perceiveย parentalย acceptanceย attitudesย haveย aย higherย social adjustmentย thanย theย adolescentsย perceiveย concentrationย andย avoidanceย attitudesย amongย parentsย Deshpandeย andย Chabiriya (2014). Martinez and Garcia (2007) found that adolescents of indulgent parents showย highest scores in social adjustment whereas adolescents from authoritarian parents obtain the worstย results.
Social contexts of the home environment are characterized in terms of the degree ofย parenting model that enhances or diminishes child motivation, extrinsic or intrinsic motivation.ย According to Erlanger, Chandler and Heffer (2013), the more autonomy, demand, and supportย parentsย provide,ย theย moreย studentsย areย confidentย andย persistentย academically.ย Aย familyย environment created by a particular parenting model may influence oneโs general sense of social adjustment (Bandura, 1997).ย Deshpande and Chabiriya (2014) examined acceptance, concentrationย andย avoidanceย attitudesย amongย parentsย andย resultsย showedย thatย adolescentsย whoย perceiveย parental acceptance and attitudes have a higher social adjustment than the adolescents who perceiveย concentration and avoidance attitudes among parents. According to Deshpande and Chabiriyaย (2014), affection or support from parents is a key builder of adolescentโs social adjustment. Grusec andย Goodnow (1994) indicated a persistent, significant relationship between self-concept and manyย aspectsย ofย humanย behavior.ย Dehyadegary,ย Yaacob,ย Juhariย andย Talibย (2012)ย examinedย theย relationshipsย betweenย parenting model,ย social adjustmentย andย schoolย achievementย andย foundย thatย authoritative parenting model had a positive significant correlation with adolescents’ social adjustmentย and academic achievement.ย However none of these studies was conducted in the context ofย Nigeria or a developing country like Nigeria but in the developed countries with differentย cultural dimensions and therefore it is not sufficient material to draw conclusion in the Africanย setting of varying socio-economic status and cultural diversity. This study was to establish factsย on parenting model and how they correlate with social adjustment in the African setting of varyingย socio-economicย statusย andย culturalย diversityย andย howย itย wasย applicableย inย Cross Rivers Stateย secondary schools.
CHAPTER THREE
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RESEARCH ย METHODOLOGY
ย Introduction
This chapter presents the methodology that was used to conduct the study in relation toย the research design, study population, sample size and selection procedure, sampling technique,ย dataย collectionย methods,ย dataย collectionย instruments,ย validityย andย reliabilityย ofย instruments,ย procedure for data collection, data analysis strategy and ethical consideration and anticipatedย limitationsย of the study.
ย Studyย design
The researcher adopted a correlation design and under this design, a quantitative methodย was used. The design was useful at identifying relationships between study variables. It was alsoย good in describing the magnitude of the problem and was appropriate in generalizability (Amin,ย 2005).ย The design wasย quick to collectย primary data overย a shortย periodย of time.
Studyย population
The study was conducted in four communities of inย Cross Rivers State.ย Theย populationย forย thisย studyย wasย studentsย andย theย studyย concentratedย onย 4ย schools.ย These schools are under USE programme and had a high failure rate yet theย government was injecting a lot of funding to all USE schools including the four used in thisย study. The USE schools absorbed the majority of the students, constituted the largest number ofย schools in that locality and their findings could be easily generalized to other contexts. Onlyย senior four students from these schools were required to participate in the study since they hadย indexย numbersย whichย wereย usedย toย tagย theirย performance.ย Theย seniorย fourย studentsย fromย theย four schoolsย alsoย didย theย sameย mockย examinationsย andย theirย resultsย wereย usedย asย theย basisย toย determineย theirย levelย ofย achievement.ย Theย secondaryย schoolย studentsย wereย preferredย forย thisย study since they were mature and literate enough to provide responses in the self-administeredย questionnaires used as the main data collection tool in this study.
Samplingย strategyย andย sampleย size
Purposiveย samplingย wasย usedย toย selectย oneย schoolย fromย eachย ofย theย communities.ย Selection of respondents involved simple random sampling since they were likely to be many.ย The main benefit of the simple random sample was that each member of the population had anย equal chance of being chosen and it guaranteed that the sample chosen was representative of theย population and was an effective way of avoiding bias of respondents according to Sekaranย (2000).
Using a simple random sampling technique, a sample size of 210 respondents comprisingย of only senior four students from the population of 472 who were targeted by the study took partย in the study. The sample size was determined basing on Krejcie & Morganโs (1970) table forย determiningย sample size.
CHAPTERย FOUR
PRESENTATIONย ANDย INTERPRETATIONย OFย FINDINGS
ย ย Introduction
This chapter presents findings from data analysis in two sections. Section 1 presentsย results in demographic information while section 2 presents inferential statistics results of theย following hypotheses:
CHAPTERย FIVE
DISCUSSIONS,ย CONCLUSIONย ANDย RECOMMENDATIONS
ย Introduction
The study focused on establishing the relationships between parenting model, social adjustmentย and academic achievement. This chapter presents discussions about results of inferential dataย analysis in relation to the objectives of the study which provided the basis for conclusions,ย recommendationsย and suggestions on areas for furtherย research.
Theย objectivesย thatย guidedย theย discussionsย inย thisย sub-sectionย wereย asย follows;ย toย examine the relationship between different parenting model and social adjustment among students adolescents inย secondaryย schools,ย to establish the relationship between social adjustment and studentsโ academicย achievement and to assess the relationship between the different parenting model and academicย achievement in secondary schools in Calabar, Cross Rivers State.
The parenting model that this study measured were authoritative, authoritarian and permissive. Each of these parenting model was correlated with social adjustment and academic achievement respectively and the following are the discussions on findings.
Conclusions
The following conclusions were derived from the findings based on the three research objectives:ย Authoritarianย parenting modelย hadย aย significantย negativeย relationshipย withย studentsโย social adjustment.ย Thisย meansย thatย theย lowย social adjustmentย amongย secondaryย schoolย studentsย inย Cross Rivers Stateย is greatlyย contributed byย the authoritarianย parenting model practicedย by theย parents there.
Permissive parenting model had a significant negative relationship with studentsโ social adjustment. In other words, the permissive parenting model is one of the strong contributing factors toย lowย social adjustmentย among secondary school students inย Cross Rivers State.
This study concludes that there was no significant relationship between social adjustment andย academic achievement among secondary school students in Cross Rivers State. This implied thatย social adjustment among students neither increased nor decreased their academic achievement. Social adjustment was sometimes associated with over confidence which was detrimental to academicย achievement.
Thisย studyย concludesย thatย authoritativeย parenting modelย hadย noย significantย relationshipย with Students academic achievement in Cross Rivers State. This meant that authoritative parenting modelย neither improvedย studentsโ academic achievementย norย made itย to decline.
From the findings of this study, the conclusion was drawn that authoritarian parenting model had aย significantย positiveย relationshipย withย academicย achievementย amongย theย secondaryย schoolย students in Cross Rivers State. This meant that the more authoritarian parents were the higher theย studentsโย academic achievements were.
This study concluded that permissive parenting model had no significant relationship withย studentsโ academic achievement in Cross Rivers State. This meant that permissive parenting modelย wasย not a predictor of academic achievement.
Recommendations
Thisย studyย contributesย toย theย existingย bodyย ofย knowledgeย byย makingย theย followingย recommendations:
Theย parentsย inย Cross Rivers Stateย shouldย encourageย theirย childrenย to:ย talkย aboutย theirย feelings and problems, explain their expectations to their children, consider their childrenโsย preferences in family planning and treat their children as equal members of the family; these subย components of authoritative parenting model were rated fair as compared to the rest which wereย rated good. They should practice authoritative parenting model alongside other strategies likeย school based activities including boosting their socio-economic status, debates, Music dance andย Drama, co-curricular activities and involving students in talk shows among others as controlย variables. This was drawn from the finding that, authoritative parenting model had no significantย positiveย relationshipย withย studentsโ social adjustmentย inย Cross Rivers State.
Thisย studyย recommendsย thatย theย stakeholdersย inย Cross Rivers Stateย considerย urgentย strategies to address the negative effects of authoritarian parenting model on social adjustment amongย secondaryย schoolย studentsย there.ย Parentsย shouldย beย madeย awareย ofย theย negativeย effectsย ofย authoritarianย parenting modelย andย beย discouragedย fromย itsย practiceย throughย sensitizationย spearheadedย by school administrators and managers.
Thisย studyย recommendsย thatย theย stakeholdersย workย towardsย mitigatingย theย negativeย effects of permissive parenting model since it had a significant negative relationship with studentsโย social adjustment. In other words, the permissive parenting model is one of the strong contributingย factorsย toย lowย social adjustmentย amongย secondaryย schoolย studentsย inย Cross Rivers State.ย Parentsย shouldย be made to realize that this permissive parenting model destroys their childrenโsโ social adjustment to aย greater extent.
This study recommends that parents in Cross Rivers State should not attach much emphasisย on social adjustment as a strong determinant of academic achievement based on the finding that thereย was no significant relationship between social adjustment and academic achievement among secondaryย schoolย studentsย inย Cross Rivers State.ย Social adjustmentย wasย notย aย strongย determinantย ofย academicย achievement.
Thisย study recommendsย thatย authoritativeย parenting model shouldย not beย givenย muchย attention as one of the factors that enhance academic achievement among secondary schoolย students in Cross Rivers State. Authoritative parenting model had no significant relationship withย Students academic achievement in Cross Rivers State. This meant that authoritative parenting modelย neitherย resulted to highย academic achievement norย decreasedย it.
The stake holders in Cross Rivers should critically examine and attach much emphasis onย authoritarian parenting model as a strategy to boost academic achievement among secondaryย school students since it had a significant positive relationship with academic achievement amongย the secondary school students in Cross Rivers State. This meant that the more authoritarian parentsย wereย the higher theย studentsโ academic achievements were.
The stakeholders in Cross Rivers State should not attach much emphasis on permissiveย parenting model as one of the ways to enhance academic achievement among secondary schoolย students since it had no significant relationship with academic achievement, other factors shouldย beย considered.ย Thisย studyย concludedย thatย permissiveย parenting modelย hadย noย significantย relationship with studentsโ academic achievement in Cross Rivers State. This meant that permissiveย parenting model neither boosted academic achievementย nor decreased it.
References
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