ABSTRACT
This study investigated how adolescent-parent conflict correlates with the self-esteem and academic performance of senior secondary school students in Umuahia Education Zone. The design of the study was correlational survey design. Seven research questions and four hypotheses guided the study. The population of the study comprised four thousand and two senior secondary school students in SS1 and SS2. Two hundred male and two hundred female adolescent students were selected using simple random sampling which made up the sample size for the study. The three instruments for data collection were Adolescent-parent Conflict Questionnaire (APCQ), Self-Esteem Questionnaire (SEQ) and the respondents’ Junior Secondary School Examination Scores. The questionnaires were faces and contents validated by giving the initial copies to the supervisor and three experts in Psychology, Counselling and Measurement and Evaluation, Micheal Okpara University of Agriculture Umudike. Reliability was established by test retest method which yielded a coefficient index of 0.81. Copies of the questionnaires were administered and collected directly by hand. The data collected were analyzed using mean, standard deviation and pearson product-moment correlation statistic. Pearson product-moment correlation co-efficient and simple linear regression were used to test the hypotheses at 0.05 level of significant. The findings of the study showed that parents’ inability to trust the adolescent students with responsibilities, parents treating adolescent student like a child, parents feeling adolescent students are lazy with their school works, adolescent students inability to discuss their problems with their parents among others are the causes of adolescent-parent conflict in Umuahia Education Zone. There was a high extent of correlation between adolescent-parent conflict and self-esteem of senior secondary school students. And there was a high extent of correlation between adolescent-parent conflict and academic performance of senior secondary school students. There was a low extent of correlation between adolescent-parent conflict and male and female students’ self-esteem in public secondary schools. It also found out that there was a high extent of correlation between adolescent-parent conflict and male adolescents’ academic performance in Secondary Schools. The study concluded that adolescent-parent conflict affects self-esteem and academic performance of both male and female senior secondary school students. Based on the findings, discussion, implication and recommendations were made. One of the recommendations was that there is need for school counsellors to expose parents periodically to workshops and seminars on the parenting skills and ethics so as to enhance the development of high self-esteem in adolescent students and eliminate adolescent-parent conflicts.
TABLE OF CONTENTS
Title
page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table
of contents vi
List
of tables viii
Abstract ix
CHAPTER 1:
INTRODUCTION
1.1 Background of the Study 1
1.2 Statement
of the Problem 10
1.3 Objective
of the Study 11
1.4 Significance
of the Study 12
1.5 Research Questions 13
1.6 Hypotheses 14
1.7 Scope of the Study 14
CHAPTER 2:
LITERATURE REVIEW
2.1 Ceptual
Framework 15
2.1.1
Concept of adolescent
15
2.1.2 Concept of conflict 23
2.1.3 Concept
of self-esteem
27
2.1.4 Adolescent
parent conflict and its influence on self-esteem and
academic performance 30
2.1.5 Influence
of parenting on adolescents’ self-esteem 35
2.1.6 Concept
of academic performance 37
2.1.7 Influence
of parenting on adolescents’ academic performance 39
2.1.8 Concept
of parents 42 2.2 Theoretical
Frame Work 42
2.2.1 Self determination theory (SDT) 42
2.2.2 A
theory self-esteem 44
2.2.3 Theory
of individual change 45
2.2.4 Social-relation
theory 47
2.3 Review
of Empirical Studies 48
2.4 Summary
of Literature Review 56
CHAPTER 3:
METHODOLOGY
3.1 Design
of the Study 59
3.2 Area
of Study 59
3.3 Population
of Study 61
3.4 Sample
and Sampling Techniques 61
3.5 Instrument
for Data Collection 62
3.6 Validation
of the Instrument 63
3.7 Reliability
of the Instrument 64
3.8 Method
of Data Collection 64
3.9 Method
of Data Analysis 64
CHAPTER 4: RESULTS AND DISCUSSION
4.1
Result Presentation 66
4.2 Summary
of Major Findings 78 4.3 Discussion
of Finding 80
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1
Summary 85
5.2
Conclusion 88
5.3 Educational Implication
of the Studies 88
5.4
Recommendations 90 5.5 Limitation of the Study 91
5.6
Suggestions for Further Studies 91
References 92
Appendices 102
LIST
OF TABLES
4.1 Mean responses of
senior secondary school students on the causes of adolescent-parent conflict in umuahia
education zone. 66
4.2 Pearson product moment correlation
analysis of extent adolescent-parent conflict correlations with self-esteem of senior
secondary school students. 69
4.3 Simple linear regression
analysis on the significant relationship between adolescent-parent conflict and
senior secondary school students’ self-esteem. 70
4.4 Pearson product moment correlation analysis of
extent of correlations between adolescent-parent
conflict and academic performance of senior secondary school students. 71
4.5 Simple
linear regression analysis for the significant
relationship between adolescents-parent conflict and
senior secondary school students’s academic performance. 72
4.6 Pearson
product moment correlation analysis of extent adolescent-parent conflict
correlates male self-esteem. 73
4.7 Pearson
product moment correlation analysis of extent of correlations between adolescent-parent
conflict and female self-esteem in public secondary schools. 74
4.8 Simple
linear regression analysis on
significant relationship between gender and
the extent adolescent-parent conflict correlates with senior secondary schools’ self-esteem. 75
4.9 Pearson
product moment correlation analysis of extent adolescent- parent conflict correlates with male
academic performance. 76
4.10 Pearson product moment correlation analysis of
extent of correlations between adolescent-parent conflict and female academic
performance. 77
4.11 Simple
linear regression analysis between
gender and the extent adolescent-parent
conflict correlates with academic performance. 78
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND
OF THE STUDY
Adolescence is the time between
childhood and adulthood which ranges between the ages of 10 and 19 years (WHO,
2016). This is marked by physical growth, personality development, emotional
development and intense psycho social changes (Cleveland, 2018). The biological
changes during adolescence include changes in the sex organs, height, weight
and muscle mass as well as brain structure and organization (Rajani, 2014;
Boundless, 2016). The weight gained during adolescence constitutes nearly half
of one's adult body weight. Adolescents and early adult males may continue to
gain natural muscle growth even after puberty. The accelerated growths in
different body parts happen at different times, but for all adolescents it has
a fairly regular sequence (Igbo and Nwaka, 2013). Cognitive advances encompass
both increases in knowledge, ability to think abstractly and improving the
efficiency of information processing (Boundless, 2016). Piaget in Wikipedia (2016) depicts adolescence
as the phase of life in which the person’s considerations begin taking a
greater amount of a theoretical structure and the egocentric musings decline. This
enables the person to think and reason in a more extensive point of view. The
contemplations, thoughts and ideas created at this time of life enormously
impact one’s future life and assume a noteworthy job in character and
personality development.
Adolescence is at times described in terms of cultural
processes. For instance, Burnik (2014) viewed adolescence period as a time of
undergoing training in children, whose cultural purpose is the preparation of
children for adult roles (Nwaka, 2013).
According to WHO (2016), adolescence is a period in
human growth and advancement that happens after childhood and before adulthood
during which a few key formative encounters happen. Other than physical and
sexual development, these encounters incorporate development towards social and monetary freedom and
advancement of personality, the obtaining of aptitudes expected to complete
grown-up connections and roles and the capacity for abstract reasoning. It
represents one of the basic advances in life expectancy and is described by a
gigantic pace in growth and change. The transitional period can raise issues of autonomy and
self-character. Numerous youths and their companions face extreme decisions
with respect to schoolwork, sexuality, drugs, alcohol and social life.
Peer groups, romantic interests and external appearances tend to naturally
increase in importance for some time during an adolescent's journey toward
adulthood (Nancy, 2016). It is a time for developing independence which
involves breaking down rules (Sharon, 2016).
Adolescence
is a period of identity formation. Cleveland (2018) posited that adolescence is
a pivotal developmental period in which youths begin to form an enduring sense
of personal identity and agency about themselves (Boundless, 2016). Wikipedia
(2016) asserted that identity development is a stage in an adolescent life
cycle. In other words, the search for identity begins in the adolescence years.
An adolescent is a young person occupying the adolescence period. During these
years, adolescents are more open to try different behaviours and appearances to
discover who they are. In other words, in an attempt to find their identity and
discover who they are, adolescents are likely to revolve through a number of
identities to find one that suits them best. There is trial and error in
matching both their perceived image and the image others respond to and see.
This allows adolescents to grasp an understanding of who they are. But, to
develop and maintain identity in adolescence years is a difficult task due to
multiple factors such as family life, environment and social status. According
to Boundless (2016) identity development is a normative process of change in
both content and structure of one's thoughts about the self. The two main
aspects of identity development are self-clarity and self-esteem. Be that as it may, since decisions made during the
adolescence year can impact later life, elevated amounts of mindfulness and
restraint during mid-youth will prompt better choices during the progress to
adulthood.
Adolescence
involves three stages such as early adolescence, middle adolescence and end of adolescence
(Katariine, 2011). At the early adolescence stage, cognitive developments
result in greater self-awareness, greater awareness of others, their thoughts
and judgments. Howstuffworks (2016) observed that at the onset of adolescence,
children develop the ability to understand abstract concepts, question and
learn to establish personal relationships.
The
physical changes at this age are dramatic because boys and girls gradually grow
into men and women.
Behavioral changes come from the physical advancements which may prompt self-consciousness
and sensitivity to body changes just as the insecurity that accompanies comparison
(Howstuffwork, 2016). Adolescents are regularly distracted with themselves and
this can cause tension when the adjustments being developed are not constantly
steady with those of peer and the times of ponderousness do not occur to
everybody in the meantime or similarly.
Once
more, adolescence is the point at which a child begins figuring out how to be
his/her very own individual and the division from guardians starts. During
mid-youth, they perceive the logical effects of individually conduct, the view
of others and start to qualify their attributes when requested to portray
themselves. In actuality, the end of adolescence and start of adulthood fluctuate
by nation and by capacity (Wikipdia, 2016). That is, inside a solitary country,
state or culture there can be various ages at which an individual is viewed as
developing enough for society to depend on him with specific benefits and
duties. Such achievements incorporate driving a vehicle, having legitimate
sexual relations, serving in the military or in a jury, buying and drinking alcohol,
casting vote, tempting into contracts, completing certain dimensions of
training and marriage. When adolescents are in
school, they could be regarded as in-school adolescents.
Self-esteem reflects a person’s
overall subjective emotional evaluation of his or her own worth. It is a
judgment of oneself as well as an attitude toward the self. Self-esteem
encompasses beliefs about oneself and emotional state (Wikipedia, 2016).
According to Ahamed (2016) self-esteem is the positive or negative evaluations
of the self as how we feel about it. Self-esteem is attractive as a social
psychological construct because researchers (Social network site, 2015;
Wikipedia, 2018) have seen it as an influential predictor of certain outcomes
such as academic performance, happiness, satisfaction in marriage, relationship
and criminal behaviour. Geoff (2011) asserted that self-esteem can be a
reflection of an individual’s senses of his or her acceptability to important
others. It is the total evaluation an individual places on himself or herself.
However, various expectations have been placed on the adolescents in order to
motivate them to become useful individuals that can contribute to the
development of the nation (Nuraini, 2009).
Adolescents
with low self-esteem are always looked down upon by friends and lack affections
from the nearest persons. Therefore, they experience social anxiety, low levels
of interpersonal confidence, depression, shy, conspicuous and unable to
adequately express themselves when interacting with others. Also, they are
involved in anti-social behaviour (Saul, 2012). Adolescents with low
self-esteem did not have confident to talk in the classroom during learning.
They like to hide their faces so that teachers will not call them to answer
questions during learning experiences. Is not that they are not intelligent but
they lack self-confident to express themselves. This incident gives a great
challenge to the parents who may not understand that conflict with the adolescents
could result in low self-esteem. Parents are the people who will model their
adolescent children to have high self-esteem for high academic performance in
schools at all costs.
Academic performance is the outcome
of education. It is the extent a student, teacher or institution has achieved
educational goals. Academic performance is commonly measured by examinations,
test or continuous assessment but there is no general agreement on how it is
best tested (Wikipedia, 2016). In educational institutions, academic
performance is how a student meets standards set out by local government and
the institution itself (Zergnet, 2016). Academic performance is the measure of
how well a student performs in an educational setting (Patrick, 2018). Academic
performances are viewed as functions of three sets of elements. These include
inputs, the demographic characteristics, family and academic backgrounds. It
involves the social experiences that students bring to college, environment,
the full range of people, programs, policies and cultures (Charles and Susan,
2015). Again, it includes the outcomes
of experiences students encounter in college, whether on or off campus,
students’ characteristics, knowledge, skills, attitudes, values, beliefs and
behaviours as they exist after college. Academic performance is seen as a form
of academic achievement, accomplishment of learning objectives, acquisition of
skills and competencies (Charles and Susan, 2015). Academic achievement is
almost entirely measured with grades by course or assignment and grade point
average. The accomplishment of learning objectives and the acquisition of
skills and competencies can be measured at the course, program and
institutional level. Assignments and course evaluations are the primary means
of measurement at the course levels. In addition, academic performance is the
student’s outcome of learning. It is how a student participates in the school
to achieve the educational goals and objectives. Most adolescents did not do
well in learning activities due to clashes they usually experience in their
homes and this led to low motivation towards academic activities. As a result
of this, they withdrew themselves from some school activities like quiz
competition, mathematics competition among others. However, the researcher is
interested in establishing how adolescent-parental conflict correlates with
adolescent self-esteem and academic performance.
Adolescent-parent conflict is a
function of parental rule construction, use of reason at points of disagreement, regulation of personal, moral,
conventional and prudential social domains (Nadia 2010). Such adolescent-
parent conflict is considered a disagreement that leads to a greater or lesser
interaction between the adolescent and his parents (Joelle, 2014). The
interaction can vary from very positive to very negative. Also, it can be seen as a serious
disagreement that manifests in the home between parents and adolescents as a
result of differences in opinions, values and choice. Whether the disagreement
is positive or negative, it could determine the young person’s self-esteem.
In addition, there is importance of
gender differences in adolescents. That is, there are several reasons why
gender may bring changes in the parent-child relationship during adolescence.
This is because on average, girls undergo puberty earlier and are socially more
advanced than boys. This could predispose girls to be engaging in conflicts
with their parents earlier than the boys (Lansfore, 2018). As physical and
social maturity drive changes in the parent-child relationship, one would
expect to observe changes earlier in adolescence girls than with boys.
Alternatively, adolescence is associated with increased risk for mental health
problems, although boys and girls tend to be at increased risk for different
types of problems at different ages (Lansfore, 2018).
However, boys are at greater risk for
a childhood onset of externalizing psychopathology, whereas girls are at
greater risk for an adolescent onset of internalizing psychopathology (Eshrat,
2016). Also, the post pubertal emergence of gender differences in depression
might lead to the expectation that girls will show greater increases in
parent-child conflict than boys during the transition from pre- to mid
adolescence (Lansfore, 2018). On the contrary, Kristen (2018) opined that
adolescent-parent conflict has more adverse effects on boys than girls. The
author stressed that it makes male adolescents to be aggressive and have
problems in behaviour and self-esteem. Burks (2013) said that dimensions of
parenting may predict self-esteem for adolescent girls and boys differently.
Umukoro (2009) said that male adolescents with high level of parent conflict
performed poorer in school than female counter parts. DeHart etal (2017) observed that during adolescent-parent
conflict, adolescent girls are more likely to experience academic difficulties,
distress and dissatisfaction with the families’ situation. Whereas boys are
more likely to show problem behaviour and self-esteem. However, the researcher
is of the opinion that adolescent-parent conflict is not supposed to affect
male and female adolescents differently. Both male and female adolescents could
have the same influence of parent conflict since conflict affects individuals’
emotions and psyche. In any case, if adolescent boys and girls perceive
parent-adolescent conflicts differently, this will be ascertained in this
study.
Senior secondary school students are
the adolescents mostly found in the secondary schools. The students happen to
be at the peak of adolescence stage with a rapid increase in individual’s
height and weight during puberty and teenage age, resulting from the
simultaneous release of growth hormones. This is known as adolescent growth
spurt (Steinberg, 2011). Male students experience their growth spurt about two
years later on the average than females (Melissa and William, 2018). According
to Sharon (2016), school constitutes a large part of an adolescent’s existence.
Difficulties in almost any area of life manifest as school problem. Adolescents spend a large proportion of
their day in school or pursuing school-related activities (Lansford, 2018). The primary purpose of school is the academic
development of students. Its effects on adolescents are far broader, which also
encompass their physical and mental health, safety, civic engagement and social
development. Further, its effects on all these outcomes are produced through a
variety of activities including formal pedagogy, after-school programs,
caretaking activities, such as, feeding and providing a safe environment as
well as the informal social environment created by students and staff on a
daily basis (Lansford, 2018). However, in-school adolescents face personal
social problems both in the school and at home. Their personal-social
problems are interpersonal behaviours which in-school adolescents may embark
upon. Such problems range from aggressions, projection of self and events
beyond proportion. It also includes reaction formation, rebelliousness against
parental authority that at times may result into conflict with parents in form
of protests, fighting, assault and bullying (Lansfore, 2018).
Conflict is a struggle for power,
property and a strong disagreement between people, group and communities that
may result in angry argument. Conflict occurs when two people differ on their
own values or beliefs (Grace, 2015). Conflicts are a regular phenomenon in
family life (Joelle, 2014). It can be assumed that family-centered experiences
are at the basis of the child’s development. According to Academic Leadership
support (2015), conflict is a disagreement through which the parties involved
perceive a threat to their needs, interests or concerns. It also can be seen as
a serious disagreement between two or more people which may end in harmony or
crisis.
Causes of conflict between parents
and adolescents are seen in different ways. Conflict occurs when two people
differ on their own values or beliefs (Grace, 2015). Parents and adolescents
innately have many opportunities to have conflict. Conflicts are ever present
on the part of all families at sometimes in their history. Conflict on the side
of adolescents happen when parents are not providing the emotional support
adolescents want or because parents believe adolescents are not meeting the
expectations held for them. It can be lack of consensus about family or
societal values. The reasons for conflict between parents and adolescents are
multi-faceted. They seem to include contrasting and conflicting values. That
is, adolescents embracing values that are different from their parents.
Adolescents value freedom, friendship and fun. Peers
have a direct influence in adolescents’ risk behaviours which constitute a lot
of conflicts with their parents. Peers
may sometime determine strong preference in the way of dressing, speaking,
using illicit substances, sexual behaviour, adopting and accepting violence,
adopting criminal and anti-social behaviours and in many other areas of the
adolescent’s life (Padilla and
Bean, 2009). An
example of this is that the main motives for alcohol consumption given by
adolescents are related to social events, which usually take place in the
company of friends. Adolescents see it that drinking makes holiday more fun, it
facilitates approaching others, it helps relaxation and facilitates sharing
experiences and feelings (Gina
etal 2012). Adolescents also
enjoy humor and sarcasm which parents could see as being disrespectful and leads
to conflict, irritating and exasperating habits. At times many adolescents
complain that their parents are too controlling, too organized and too
critical. These could cause hidden, unrealistic expectations, mismatched
expectations, ineffectual and negative communication patterns. They can also
lead to strong words and aggressive actions which can infuriate both parents
and their adolescents. Important changes in the family relationships could also
occur because adolescents demand more independence and may want to test their
parents’ absolute authority. Studies of (Grace, 2015; Howstuffwork, 2016) have
shown that adolescent-parent conflict increases as the healthy adolescent
pushes for more independence to grow and parents restrain that push in the interests
of safety and responsibility. As a result, there has been an increase in parent-adolescent
conflict. Adolescents are not always aware of potential dangers surrounding
them and their new found individuality and freedom due to the period they are
in. Therefore, parental control and authority are often challenged by the
adolescents. This is a serious source of adolescent-parent conflict according
to Howstuffworks (2016). These prompted Okulama in Wikipedia (2016) to describe
adolescence as a period of stress and strain. However, the researcher is
interested to find out how senior secondary school students’ conflicts with
parents relate with their self-esteem and academic performance.
1.2
STATEMENT OF THE PROBLEM
Adolescents
are young people who occupy the adolescence period. Recently
in Abia State, most parents and adolescents are always in conflict because
parents set rules and adolescents break the rules to again their autonomy from
the family. These adolescents separate from parents and families to create
their own independent social world of friends, to give more guiding influence
to peers and to establish more privacy from parents (Carl, 2009). Hence, the
adolescents have more conflicts with parents over curfew, homework, housework,
respect, reduced involvement with family, over
increased activities with peers and secrecy of information.
Consequently,
self-esteem and academic performances of the adolescents seem to be negatively
affected as a result of adolescent-parent conflict. Issues
resulting from truancy, poor academic performance, low self-esteem and drug
abuse abound between the adolescents and their parents. This low self-esteem made them to face difficulties
in achieving success, which indirectly increases their personal problems (Ill, 2013).
Parents are expected to show love to
their adolescents in different ways such as to communicate well with them,
spend time with them and show a genuine interest in their development and
academic activities. By so doing, the adolescents will also learn from them how
to care for and love others. Again, parents are expected to support their
adolescents as they struggle to be accepted, both by the outside world and
themselves (Cheryl, 2012). They need
praise when they have done their best from parents. They need encouragement to
develop interest and good personal characteristics such as self-esteem and
academic performance (Cheryl, 2012). Adolescents need parents who can
consistently provide structure and supervision that are firm and appropriate
for their age and development. Before now the rate of conflict between
adolescents and parents was at minimal because adolescents fear and respect
their parents. They need their parents’ advice and there was cordial
relationship between them. This boast their self-esteem and they do well in
their academics. When parents perform their roles very well and let the
adolescents know that all the efforts to guide and sometimes restrict them is
for their own good, the chances of getting into conflict with them will be
reduced. The
researcher is interested in finding the extent parents’ conflict with their
adolescents relates with self-esteem and academic performance of the
adolescents. Therefore, the problem of this study is: how
does adolescent-parent conflict correlates with self-esteem and academic
performance of adolescents in secondary schools?
1.3
OBJECTIVE OF THE STUDY
1.3.1 Main objective of the study
The main objective of the study was to find
out how adolescent-parent conflict correlates with the self-esteem and academic
performance of senior secondary school students in Umuahia Education Zone.
1.3.2 Specific objectives
the study
1. find
out the causes of adolescent-parent conflict in Umuahia education zone.
2. determine
the correlation between adolescent-parent conflict and self-esteem of senior secondary
school students.
3. examine
the correlation between adolescent-parent conflict and academic performance of senior
secondary school students.
4. find
out the relationship between adolescent-parent conflict and male senior
students’ self-esteem.
5. find
out the relationship between adolescent-parent conflict and female senior
students’ self-esteem.
6.
find out how adolescent-parent
conflict correlates with male senior students’ academic performance.
7.
find out the relationship between
adolescent-parent conflict and female senior students’ academic performance.
1.4
SIGNIFICANCE OF THE STUDY
The findings of this study will be of
immense benefit to school administrators, education policy makers, parents,
adolescents, school guidance counsellors, researchers and others if published.
The findings of the study will help
parents and adolescents to understand how conflict affects self-esteem and
academic performance of in-school adolescents.
The results of the study will help educators
and policy makers to identify those factors that constitute adolescent-parent
conflict with a view to formulating policies that are adolescent friendly.
Parents will benefit because it will
help them to identify the crisis early and be able to handle it. Also, they may
adapt parenting styles that will result in better relationships with their
adolescents. They will learn to understand their adolescents and maintain close
relationship with them. This will reduce the chances of conflict between them
and their adolescents.
The result of the study will help the
adolescents to understand themselves and be able to check their own excesses.
It will help them to understand the degree of negative implications of having
conflict with their parents. They will learn to handle conflict between them
and their parents with politeness in order to maintain cordial relationship
which could aid high level of self-esteem and academic performance. The
willingness to live in peace with the parents that could accrue from the
findings would also create sense of loyalty in adolescents.
This study will assist in developing
effective guidance and counseling strategies towards minimizing adolescent-parent
conflict and enhancing academic performance of in-school adolescents in Abia
State. It will help counsellors in counselling parents on the need to minimize
conflict with their adolescents.
The findings of the study will help
researchers to conduct further researches on the effects of adolescent-parent
conflict. The society at large will benefit because people would have a clearer
understanding of the causes of adolescent-parent conflict and its negative
implications to the education sector. When the public is enlightened on the
existing problems in our public secondary schools, they will contribute to its
alleviation where and when necessary. The findings of this study will uncover
new knowledge and add to the existing one thereby creating an area of interest
for further researches.
1.5 RESEARCH QUESTIONS
The
following research questions guided the study.
1.
What are the causes of adolescent-parent conflict in Umuahia Education Zone?
2.
To what extent does adolescent-parent conflict correlates with self-esteem of senior
secondary school students?
3.
To what extent does adolescent-parent conflict correlates with academic
performance
of senior secondary school students?
4.
To what extent does adolescent-parent conflict correlates with males’
self-esteem?
5.
To what extent does adolescent-parent conflict correlates with females’
self-esteem?
6.
To what extent does adolescent-parent conflict correlates with male senior
students’
academic performance?
7.
To what extent does adolescent-parent conflict correlates with female senior
students’
academic performance?
1.6 HYPOTHESES
The following hypotheses were tested at 0.05
level of significance.
Ho.1:
There is no significant relationship between adolescent-parent conflict and
senior
secondary school students’
self-esteem.
Ho.
2: There is no significant relationship between adolescent-parent conflict and
senior
secondary school students’ academic
performance.
Ho.3: There is no significant relationship between
gender and the extent adolescent-parent conflict correlates with senior
secondary school students’ self-esteem.
Ho.4: There is no significant relationship between
gender and the extent adolescent-parent conflict correlates with academic
performance.
1.7 SCOPE OF THE STUDY
This study was delimited
to adolescent-parent conflict as a correlate of self-esteem and academic
performance of senior secondary school students. The content scope included
causes of adolescent-parent conflict, relationship between adolescent-parent
conflict, self-esteem, academic performance of senior secondary school students
and influence of gender in determining parent-adolescent conflict. The
geographical scope was the Umuahia Education zone which included secondary
schools in Bende Local Government, Umuahia North Local Government, Umuahia
South Local Government and Ikwuano Local Government Areas of Abia State.
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