ABSTRACT
The study investigated the extent home variables predict behavioural problems of secondary school adolescents in Akwa Ibom State, Nigeria. Six research questions and six null hypotheses guided the study. The study adopted a correlational survey research design. A sample of 600 respondents drawn from a population of 20,000 secondary class two students between the ages of 15 and 19 years was used for the study. The study was drawn using two stage sampling technique. The instruments used for the study were Home Variables Questionnaire (HVQ) and Students Behavioural Problem Questionnaire (SBPQ). The instruments was validated by three experts in Educational Psychology and Counselling, and Measurement and Evaluation. The reliability of the instruments was determined using Pearson Product Moment correlation coefficient and reliability indices of 0.76 and 0.87 were obtained for HVQ and SBPQ respectively. Pearson Product Moment Correlation Coefficient analysis was used to answer the six research questions that guided the study while linear regression analysis was used to test the six hypotheses at alpha level of 0.05 level of significance. The results showed that home variables namely marital status of parents, family structure, economic status of parents, home training, and educational level of parents, respectively significantly (p<0.05) predicted behavioural problems of adolescents in secondary schools. Academic level of Parents had the highest percentage contribution of 76.7%, followed by Economic Status of Parents with 68.4%, Marital Status of Parents with percentage contribution of 64.3%, Family Structure with relative contribution of 55.7% and lastly the Home Training with 52.4% relative contribution. Summarily, joint home variables (status of parents, family structure, economic status, home training, educational level of parents) had 99.9% contribution in behavioural problems of adolescents in secondary schools. It was recommended that parents should give their children and wards adequate home training and improve on their economic status in order to raise children with little or no behavioural problems in the society. Also, school counsellors should be employed and also collaborate with classroom teachers to identify students with behavioural problems with a view to counselling the students
TABLE
OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER
1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of Problem 5
1.3 Purpose
of Study 6
1.4 Significance
of the Study 7
1.5 Research
Questions 8
1.6 Hypotheses 9
1.7 Scope
of the Study 9
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1 Conceptual
Framework 11
2.1.1
Concept and nature of home variables 11
2.1.2 Concept
and characteristics of adolescents 13
2.1.3 Home
variables and associated adolescents’ behavioural problems 15
2.1.4 Behaviour
and behavioural problems of adolescents 18
2.1.5 Factors
affecting behaviours in adolescents 22
2.1.6 Causes
of behavioural changes in adolescents 26
2.2
Theoretical Framework 28
2.2.1 Problem
behaviour theory by Richard Jessor and Shirley
Jessor
(1966) 28
2.2.2 The
theory of planned behaviour by Icez Ajzen (1985) 29
2.3 Review
of Related Empirical Studies 30
2.4 Summary
of literature review 37
CHAPTER
3: METHODOLOGY
3.1 Design
of the Study 40
3.2 Area
of the Study 40
3.3 Population
of the Study 41
3.4 Sample
and Sampling Techniques 42
3.5 Instrument
for Data Collection 42
3.6 Validation
of the Instrument 43
3.7 Reliability
of the Instrument 44
3.8 Method
of Data Collection 44
3.9 Method
of data analysis 45
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Result
Presentation 46
4.2 Discussion
of Findings 59
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
of the Study 64
5.2 Conclusion
66
5.3 Educational
Implications of the Findings 66
5.4 Recommendations 68
5.5 Limitation of the Study 69
5.6 Suggestions for Further Studies 69
References
71
Appendices
83
LIST OF TABLES
4.1: Pearson
product moment correlation coefficient analysis
on
marital status of parents and behavioural
problems of
adolescents students 46
4.2:
Linear regression on how marital status
of parents predict
behavioural problems of adolescent students 47
4.3: Pearson
product moment correlation coefficient analysis
on
family structure of parents and behavioural
problems of
adolescents students 48
4.4: Linear
regression on how family structure
predicts behavioural
problems of adolescent students 49
4.5: Pearson product moment
correlation coefficient analysis
on
economic status of parents and behavioural
problems
of adolescents students 50
4.6: Linear
regression on how economic status of
parents predict
behavioural problems of adolescent students 50
4.7: Pearson
product moment correlation of how economic status of parents
predict
behavioural problems of adolescent
students 51
4.8: Linear
regression on how home training
predicts behavioural problems
of adolescent students 52
4.9: Pearson
product moment correlation of how academic level of
parents
predict behavioural problems of
adolescents students 53
4.10: Linear
regression on academic level of parents
and
behavioural problems of adolescent students 54
4.11: Correlation matrix of home variables and behavioural problems of
adolescents students 55
4.12: Relative contribution of home variables on
behavioural problems of
adolescents students 57
4. 13:
Multiple regression analysis of home
variables and behavioural problems
of adolescents students 58
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Over the years
humans have reacted towards both internal and external stimuli. Internal
stimuli consist of signals that cause the body to respond to either stressful
conditions such as disease or pleasurable condition such as good achievement.
External stimuli imply conditions that originate from the environment that may
bring adaptive responses to the person. This include psychological, social and
environmental reactions. In terms of psychological stimuli, the responses
usually is associated with behaviour. Human behaviour is defined as various
physical and emotional actions associated with human beings of all races
(Uwaoma, 2015). It comprises behaviours that can be altered based on child
development from birth to adulthood due to life’s experience unlike personality
and temperament which may not change with time. Human behaviour includes
various actions of a person in relation with one another based on factors such
as genetics, social norms, religious beliefs, culture, political ideology and
attitude (Steg,et al, 2017). Human behaviour can be
desirable or undesirable. However any undesirable behaviour or maladaptive
behaviour results in societal problems.
Human behaviour
has been classified into three components or clusters namely normal-behaviour
cluster, problem-behaviour cluster and deviant-behaviour cluster (Hallam et al,
2010). Human behaviours are also grouped into various patterns namely normal,
common, some unusual, some acceptable, and undesirable or antisocial behaviours
(Uwaoma, 2015). Most of the undesirable or antisocial behaviours are exhibited
by adolescents of various ages and they may grow into adulthood with it. A
varied set of behaviours such as physical assault or property offences,
stealing, drug abuse and alcohol use, rape, bullying or school truancy are
commonly included in adolescent antisocial behaviour (Steg et al, 2017).
In our society,
normal behaviour of children or adolescents include respect for elderly and
constituted authority. Adolescents are expected to be kind to the elderly, use
good words and be polite in communication without using racist and
discriminatory comments. Also, adolescents are expected to show good manner of
communication, good conduct in dressing, moral chastity and fidelity as these
qualities are considered as normal behaviour.
However, these
societal norms have dwindled in the lives of adolescents in recent times.
Adolescents now indulge in social vices such as consumption of alcohol and
drugs that cause both psychological problems to the users. There is lack of
moral chastity and fidelity among adolescents. These have led to behavioural
problems such as illicit sexual acts, rape, sexual violence, stealing, truancy,
bullying and other aggressive behaviours. These behavioural problems could have
originated from the home and environment that an adolescent is raised during
his period of development.
An adolescent is a
young person between 10 and 19 years of age. Adolescence is a phase of
physical, cognitive and psychological development that occurs during the period
from puberty to adulthood (WHO, 2017). It is a stage in life that the child
becomes more rational in thinking and capable of evaluating and criticizing
situations before they arrive at a definite conclusion (Kruger, Gouws &
Dicker, 2011). They emphasized that adolescence is also a period for developing
independence, a complex maturational and developmental process that results in
adulthood (Kruger et al, 2011). It
has been documented that successful passage through adolescence stage to
adulthood results in biological maturity, a secure sense of self, the ability
to enjoy close friendships and group belonging, and the mental capacity to deal
with various challenges of life (Kruger et
al, 2011). Failure to manage the adolescence stage in a holistic manner can
lead to a deviant identity and behavioural anomalies (Berdibayeva, Garber,
Ivanov, Satybaldina, Smatova, & Yelubayeva, 2016).
Home is defined as
the house, community or environment that someone grows up and spends most of
his life (Anton & Lawrence, 2014; Suval, 2019). The home factor may be a
factor that influences individual behaviour and provides emotional support to
an individual as well as plays a major role in the formation of one’s
personality (Hamid & Nawi, 2013, Jogdand & Naik, 2014). Home variables
are various factors related to the family that has influence on the behaviour,
characteristics and academic achievement of a person (Alazab, 2016). These are
family structure such as single parenthood, intact family and nuclear family,
parenting styles, social status of the parent and economic status of the
family. Other home variables are family income, parental education, and marital
status, neighbourhood characteristics (Hofferth & Goldscheider, 2010;
Jewpattanakul, Phuphaibul, Loveland-Cherry, Nityasuddhi & Suwonnaroop,
2010). Marital problems between spouses and home training of children have also
been identified as home variables that can affect adolescent behaviour, in
addition to domestic violence among spouse and children. Other identified home
variables include number of dependants in household, living condition (Ibiam,
Bekomson & Anioha, 2019). Low parenting monitoring of children is also a
home variable that may affect adolescent behaviour especially sexual activity
(Bolshakova, Galimov, Unger, Rohrbach, & Sussman, 2020). In this study, the
researcher is interested in finding out the relationship between home variables
and behavioural problems exhibited by adolescents in the secondary schools in
Akwa Ibom State.
Behavioural
problem is defined as any unwanted or undesirable behaviour or a pattern of
aggressive or disruptive behaviour that is contrary to societal norm that needs
to be changed (Pam, 2013). There are various behavioural problems associated
with adolescents. Behavioural problems are classified into two main categories
namely externalizing and internalizing behavioural problems (Kantomaa,
Tammelin, Demakakos, Ebeling, & Taanila, 2010). The externalizing problems
include defiance, violent related behaviours, impulsive, hyperactivity,
aggression and antisocial features such as bullying, escape from home (Wang,
Liu & Wang, 2014). Other antisocial behaviours include substance use and
misuse, sexual behaviours, theft and damaging of public and private properties
with its attending burdens on family, friends, school and society (Holliday,
Edelen & Tucker, 2017). For instance, adolescents who misuse drugs such as
marijuana develop psychiatric manifestations in life such as suicidal thought,
drug dependence, drug psychosis and homicides (Wang, Liu & Wang, 2014). The
internalizing behaviours are characterized by withdrawal, dysphoria, anxiety
and other emotional problems.
The behavioural
problems of the adolescents can partly be attributed to the environment in
which they were raised and events surrounding their upbringing during
childhood. The parental temperament, spanking during infancy, parental
aggression towards a child, conduct problem of adolescents all may contribute
to adolescent behavioural problems arising from home.
The display of
behavioural problems may vary between male and female adolescents. For
instance, adolescent males have a higher prevalence of substance abuse than
females (Anyanwu, Ibekwe & Ojinnaka, 2017).
In this regard, there is need to find out how these home variables can
predict behavioural problems among adolescents and their impact on adolescents
in secondary schools in the three educational zones of Akwa Ibom State. The
home variables that this study will focus on are parental level of education,
family structure, marital status of parents and home training. Behavioural problems
are drug use and smoking, sexual assault, aggressive behaviour, bullying and
depression.
Several studies
have documented or identified different factors from home or environment that
affect adolescent behaviour and how these home variables affect academic
performance, health and mental status of adolescents. It is not known how these
home variables can predict the behavioural pattern of adolescents who are daily
exposed to these variables. This study therefore seeks to provide information
on the relationship of home variables and adolescent behavioural problems.
1.2
STATEMENT OF THE PROBLEM
Adolescence is a
very difficult stage in life that is characterized by behavioural problems if
the adolescents are not properly guided. The home is the first place where a
child is raised and the child may continue staying there till late adulthood.
Furthermore, adolescents are at high risk for the development of behaviours
that are distressing and socially disruptive. Behaviour may be influenced by
the home environment and the conditions under which an adolescent is raised.
In the past,
children were raised with good moral upbringing. This resulted in good or
acceptable behaviour in the society such as respect for elders and constituted
authority, good manner of communication and dressing, abstinence from drugs and
premarital sex among others. This led to a decrease in social vices and a
society with low crime rate. Today there is a lot of social vices and crime in
the society that could be attributed to behavioural problems of the
adolescents. Such social vices include rape, violence, damage to public
property, abuse and disrespect to constituted authorities and general moral
decadence. The society cannot progress
in the presence of behavioural problem pattern and with a large population of
Nigerians made up of adolescents and young adults. With the high level of moral
decadence prevailing in the Nigerian society, there is need to investigate if
home variables could predict such adolescent behavioural problems.
Today, cases of
adolescent behavioural problems have been reported all over the country. These
problems include sexual abuse, drug and alcohol use, bullying, stealing,
robbery, murder and aggressive behaviour. Studies have shown that behavioural
problems such as smoking, bullying and illicit sexual intercourse occur among
adolescents attending secondary schools in some part of South Eastern Nigeria
(Chinawa, Manyike, Obu, Odetunde, Aniwada, Ndu & Chinawa, 2014). A study
has documented prevalence of unsafe sexual intercourse, unwanted pregnancy and
sexually transmitted infection among adolescent students (Envuladu, Anke,
Zwanikken & Zoakah, 2017).
The problem of
this study therefore put in a question form is: what is the extent to which home
variables predict adolescent behavioural problems among secondary school students
in Akwa Ibom State?
1.3 PURPOSE
OF THE STUDY
The main purpose of this study is to investigate home
variables as predictor of behavioural problems among secondary school
adolescents in Akwa Ibom State. Specifically, the study sought to:
1.
determine the extent marital status of
parents predicts behavioural problems of adolescents in secondary schools.
2.
find out the extent family structure
predicts adolescents’ behavioural problems in secondary schools.
3.
examine the extent economic status of
parents predict adolescents’ behavioural problems in secondary schools.
4.
determine the extent home training given
to adolescent could predict behavioural problems of adolescents in secondary
schools.
5.
find out the extent educational level of
parents could predict behavioural problems of adolescents in secondary schools.
6.
find out the extent joint home variables (status
of parents, family structure, economic status, home training, educational level
of parents) could predict behavioural problems of adolescents in secondary
schools.
1.4 SIGNIFICANCE OF THE STUDY
The findings of this study has both
theoretical and practical significance. The findings of the study may support
the Problem behaviour theory by Richard Jessor and Shirley Jessor (1966). This
theory explains problem-behaviour as any behaviour that causes issues or is
seen by society as undesirable and that usually results in some kind of
negative response. The theory suggests that there are factors, both internal
and external, that influence problem behaviour within an individual. It is a
psychosocial model that attempts to explain behavioural outcomes such as sexual
behaviour, adolescent drinking, drugs use, truancy and other abnormal
behaviours. The study may be of benefit to many people namely the counsellors,
educational managers and administrators, families, organizations and students
generally when published.
The study could be of benefits to
counsellors. The findings of this study if published may be significant to
counsellors and care givers of the adolescents. The study could enable them to
isolate cases and identify home variables that may predict if an adolescent
could be prone to behavioural problems. By identifying the home variables and
its associated behavioural problems in adolescents, the school counsellor may
be able to identify a particular home variable that may be associated with
behavioural problem of an adolescent.
In addition,
educational managers and administrators may derive benefit from the findings of
this study as it may help them formulate policies and be guided on designing
intervention strategies that may help reduce behavioural problems among
adolescents. Such policies on social intervention could help curb the
behavioural problems that can originate from the home or family based on this
study.
The society may
also benefit from findings of this study as findings may help to educate the
families and organization on family values and need to maintain moral sanctity
in order to develop the growing youths. It is hoped that religious
organization, leaders, youth advocates and non-governmental organization may
understand about home variables and how these factors can predict adolescent
behaviour. These leaders may also know family behaviour between the parents and
the young adolescents hence provide useful counsel to the parents and
adolescents. The study could also help the religious leaders to identify family
variables that can affect young people’s behaviour. In addition, the parents, leaders,
religious organizations and non-governmental organizations may understand the
influence of home variables on adolescents’ behaviour and thus obtain
appropriate knowledge on how best to contribute in modifying the behaviour of
the adolescents to acceptable standard.
The results of this study could be
disseminated by publishing it in reputable journal and also it could be kept at
the university repository both electronically and in print. In this way, the
results of the study may be accessible to any reader.
The study could
benefit the students who have behavioural problems as it will help identify
them and also use the variables to know the vulnerability of the students to
behavioural problems. The study could add to the body of knowledge in the area
of adolescent psychology and prediction of behavioural problems of adolescents
especially when considering the level of moral decadence in the society.
1.5 RESEARCH
QUESTIONS
The following research questions are posed and
answered to guide the study.
1.
To what extent does marital status of
parents predict behavioural problems of adolescents in secondary schools?
2.
To what extent does family structure
predict adolescents’ behavioural problems in secondary schools?
3.
What extent is the extent to which economic
status of parents predicts adolescents’ behavioural problems in secondary
schools?
4.
What is extent to which home training
predicts behavioural problems of adolescents in secondary schools?
5.
To what extent does educational level of
parents predict behavioural problems of adolescents in secondary schools?
6. What
extent do joint home variables (status of parents, family structure, economic
status, home training, educational level of parents) predict behavioural
problems of adolescents in secondary schools?
1.6
HYPOTHESES
The following null
hypotheses were formulated and tested at 0.05 level of significance.
HO1:
Marital status of parents does not significantly predict behavioural problems
of adolescents in secondary
schools.
HO2:
Family structure does not significantly predicts adolescents’ behavioural problems in secondary schools.
HO3:
Economic status of parents does not significantly predict adolescents’ behavioural problems in secondary
schools.
HO4: Home training does
not significantly predict behavioural problems of adolescents in secondary schools.
HO5: Academic level of
parents does not significantly predict behavioural problems of adolescents in secondary schools.
HO6: Joint Home variables (status
of parents, family structure, economic status, home training, educational level of parents) do not significantly
predict behavioural problems of
adolescents in secondary schools.
1.7
SCOPE OF THE STUDY
This study was delimited to investigating
home variables as predictors of behavioural problems of secondary school
adolescents in three education zones of Akwa Ibom State. These zones are Ikot
Ekpene education zone, Uyo educational zone and Eket education zone. The study
was delimited to SS2 students in 2020/2021 academic session in the three
education zones of Akwa Ibom State. The behavioural problems of adolescents are
delimited to smoking, alcohol use, sexual behaviour, bullying and truancy. The
study examined home variables namely: marital status of the parents, family
structure, economic status of the parents, home training and educational level
of parents as a predictor of behavioural problems among adolescents.
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