ABSTRACT
This study was designed to ascertain the relationship between family functioning and the behaviour outcome of students in tertiary institutions. Seven research questions were raised to describe the demographic characteristics of the respondents, ascertain the levels of family cohesion and conflict that exist in the families of the respondents, determine the prevalence of pro-social and antisocial behaviours among the respondents, determine the relationship between family cohesion and conflict and the behaviour outcome of students. Six hypotheses were also formulated and tested to establish the relationship, association and difference between selected demographic variables (age of respondents, sex of respondents, family size and sex of family heads), difference in the level of family functioning among institutions as well as the relationship between family functioning and behaviour outcomes. The study comprised of all the students in tertiary institutions in Akwa Ibom State. A two-stage sampling technique was used to select the representative sample size (396) which was determined by calculating with Taro Yamane formula. The first stage involve simple random selection of three of the ten tertiary institutions while the second stage involved a random selection of students in the selected institutions. Instrument used for data collection was a questionnaire on the cohesion and conflict subscale of the Family Environment Scale (FES) and social behaviour questionnaire adapted to suit the present study and administered to students in the study area. Data from the questionnaire were analyzed using various analytical techniques. Objectives one, two, three, four and five were analyzed using descriptive statistics - frequencies, percentages and ranks. Regression analysis was used to achieve objectives 6 and 7. Hypothesis 1(age and family size) was tested using Pearson’s Product Moment Correlation (PPMC),and (sex) was tested using chi square. Hypothesis 2 was tested using student’s z-test. Hypotheses 3 and 4 were tested using Analysis Of Variance (ANOVA), and hypotheses 5 and 6 were tested using the regression analysis. The findings from the study revealed that 78.8% of the respondents were between the ages of 15 and 24 years with 53.3% females and 44.7% males. 43.7% of respondents belonged to family with size of between 5and 6 persons and 88.6% of male headed households. High level of family cohesion was reported among 95.2% of the respondents and 75.0% reported a low level of family conflict. They were cases of pro-social and antisocial behaviours prevalent among the students. Family cohesion was a significant predictor of students’ behaviour outcome, impacting positively on pro-social behaviour. Family conflict was also a significant predictor of students’ behaviour outcome, impacting positively on antisocial behaviour. H01 was upheld as there was no significant relationship between age and behaviour outcomes. All other null hypotheses were rejected as there were significance in the association and relationship between other variables (sex, family size and sex of family head) and behaviour outcomes of students. Based on the findings of the study, it was recommended among others that through population education programmes, reduced family size should be encouraged to check incidence of repeated conflict situation which indulges antisocial behaviour. Necessary tools should be employed by governmental and non-governmental bodies to help engender family cohesion among families as pro-social behaviour will be promoted.
TABLE OF CONTENTS
Title
page i
Certification ii
Declaration iii
Dedication iv
Acknowledgement v
Table
of contents
List of
tables ii
Abstract
iv
CHAPTER
1: INTRODUCTION
1.1
Background of the Study 1
1.2
Statement of the Problem 7
1.3
Objectives of the Study 9
1.4
Research Questions 10
1.5
Hypotheses 11
1.6
Significance of the Study 12
1.7
The scope of the Study 13
CHAPTER
2: REVIEW OF RELATED LITERATURE
2.1.1 Conceptual
framework 14
2.1.1 Conceptualization of family functioning 15
2.1.2 Family organizational patterns 16
2.1.3 Outcomes associated with family
functioning 21
2.1.4 Dimensions of family functioning 22
2.1.4.1 Family cohesion 22
2.1.4.2 Family conflict 27
2.1.5 Determinant factors of cohesion and conflict 36
2.1.6 Concepts of youths 45
2.1.7 Behaviours of youths 49
2.1.7.1
Pro-social behaviour 51
2.1.7.2
Antisocial behaviour 52
2.1.8 Behaviour of youths in tertiary institutions 53
2.2 Theoretical
framework 55
2.2.1 Problem
behaviour theory 55
2.2.2 Bowen
family systems theory 57
2.2.3 Social
control theory 59
2.2.4 McMaster
model of family functioning (MMFF) 60
2.2.5 Empirical
review 62
2.2.6 Summary
of literature review 71
CHAPTER
3: METHODOLOGY
3.1 Research design 73
3.2 Area of study 74
3.3 Population for the study 75
3.4 Sample and sampling techniques 75
3.5 Instrument for data collection 76
3.6 Validation of the instrument 78
3.7 Reliability of the instrument 78
3.8 Methods of data collection 79
3.9 Methods of data analysis 79
CHAPTER
4: RESULT AND DISCUSSION
4.0 Presentation of data and results 81
4.1 Demographic characteristics of
respondents 82
4.2 Level of cohesion in respondent’s
families 88
4.3 Level of conflict in respondent’s
families 89
4.4 Prevalence of pro-social behaviour among
students 90
4.5 Prevalence of antisocial behaviour among
students 92
4.6 Relationship between family cohesion and
behaviour outcomes 95
4.7 Relationship between family conflict and
behaviour outcomes 97
4.8 Discussion and findings 98
CHAPTER
5: CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion 107
5.2 Recommendations 107
5.3 Suggestion for further research 109
REFERENCES 110
APPENDICES 126
LIST OF TABLES
4.1:
Frequency and percentage distribution
of respondent by
demographic
characteristics 83
4.1.1: Summary of PPMC analysis of scores on age of
students and their
behaviour
outcomes 85
4.1.2:
Chi-square scores on the association
between sex of students and their
behaviour
outcomes 86
4.1.3:
Summary of PPMC analysis of scores on family size respondents
and
their behaviour outcomes 87
4.1.4: z-value scores on behaviour outcomes between
students from male-headed
household and students
from female-headed household 84
4.2: Frequencies and percentages of the
respondents on the level of family
cohesion
that exist in their families 89
4.2.1: ANOVA scores for difference in family
cohesion levels among the three
institutions
used for the study 89
4.3: Frequencies and percentages of the
respondents on the level of family
conflict
that exist in their families
4.3.1:
ANOVA scores for difference in family
cohesion levels among the three
Institutions used for the study 90
4.4: Mean scores and rank of pro-social behaviours among the respondents 92
4.5: Mean scores and rank of anti-social behaviour among the respondent 94
4.6.1:
Regression analysis value of family cohesion and pro-social
behaviours
of respondent 97
4.6.2: Regression analysis value of family cohesion
and antisocial behaviours
of
respondent 98
4.7.1: Regression analysis value of family conflict
and pro-social behaviours
of
respondent 99
4.7.2: Regression analysis value of family conflict and antisocial behaviours
of
respondent 99
LIST OF FIGURES
2.1: Schematic representation of conceptual
framework 54
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Family
is one of the very important and universal social institutions, not only seen
as the basic unit of the society but as the unit responsible for providing
individuals with an atmosphere that helps in their wholistic development playing
a vital role in the normal operational process of social system (Dai and Wang,
2015). Pardhasaradhi and Goel (2015) considers it as the most important socializing
agent that influences a child’s life. Relational skills, social rules and the ways
in which problems are solved, are learnt from parents and family interactions
(Choi, 2012). The quality of relationship therefore between parents and
children, determines the deportment that children adopt later in life. Since
individuals are product of their social context, any effort at understanding
them must involve an understanding of family (Sapp, 2003). Understanding family
entails having an idea of its meaning.
Family
is most often, defined in research without specifying a particular structure,
but rather seen as the unit responsible for creating an environment that helps
in attending to the physical and emotional needs of children (Sapp, 2003). However,
the different understanding people have
about “the family” does not suggest that decisions are not based on a
particular view of what a family represents.
A mention of “family” is typically the time-honoured standard of a man
that is married to a woman who have children together. The children could
either be their biological children or legally adopted. Any form of family that
is less traditional brings about struggles at giving appropriate definition (Ooms
and Preister, 2015). Mondal (2016) who regards family as the foundation of human
society also describes it as the first school of citizenship where most of the
world’s population live in. According to him, since people are born into
families and remain in these families for the rest of their lives, the parental
care received impacts on the child, the very first lesson in social obligation
and ability to exhibit some form of self-control. Family may consist of people
who are related biologically or by marriage, kinship, adoption or foster care
and its importance is that it protects, nurtures and provides for its members
thus forming the backbone of the social structure (Marsiglia, Parsai and Kulis,
2009). Within the context of this study, family could be defined as a couple or
a single adult with children and other people who are related by ties of
marriage, birth and adoption, who have a long term commitment and care to one
another, to act in the best interest of the dependents, and may or may not have
a common residence. It could be headed by either a male or a female (Øvensen,
2010). Families become female headed for reasons which could either be by
choice or by chance while still performing its functions as an institution.
Family
functions biologically in several ways; satisfying the sexual desires of a husband
and his wife in a socially approved manner, giving birth to children, providing
physical protection to its members in all circumstances from the very
foundation to the grave. Economically, it fulfills economic needs of members by
providing them with the basic needs till they become self-reliant. It psychologically
gives attention and care to the family members by providing emotional support,
stability and security. The family also functions in the socialization of
children by looking after and bringing them up according to the culture of the
society (Mondal, 2016). It is made strong by the rituals performed over time by
family members – this results from the memories shared, commitment of time,
care, love showed and the hopes for the future one has as an individual and as
a family unit (Children of Parents with Mental Illness (COPMI), 2016).
Families
play crucial roles in the life of an individual by influencing their later
behaviour. The extent to which an individual is influenced by its family could
be as a result of several characteristics including sex and size of the family
which could result in either negative or positive behaviours. (Salawu, Alanamu,
Muhammed, Adekeye and Adeoye, 2011). In fact, Taha, Ridzwan, and Ahmad (2004),
who conducted studies regarding negative behaviours on youths found that one of
the contributing factors to this negative behaviours was the family. According
to the Prime Directive (2013), Human Behaviour is the result of social
conditioning and nurture acting on the individual and molding the individuals’
personality. Education Resource (2014), identified several behaviour that are
exhibited by humans to include emotional, sexual, communication, erratic behaviours.
However, there is a behaviour (Social Behaviour) that envelopes the totality of
human behaviour because of its inclusiveness in all that people do in relation
to other people (Brody, 2004). Social behaviour could either be positive or
negative. Positively, social behaviour could be a pro-social behaviour which is
intended to help other people (Kendra, 2017) or negatively an anti-social
behaviour which is directed against humanity as an intentional disrespect for
social norms of everyday life (Salt, 2013). These behaviours could be displayed
by all groups of humans (children, youths, adults and aged).
Youths
being the main focus of this study, have a greater percentage (87%) of its
total global population living in the developing countries with Nigeria being
one of them (United Nations (UN), 2002). According to the National Baseline
Youth Survey (2012), as mentioned in Okolomike (2015), the population of youths
(15 to 35 years) in Nigeria was estimated to be 64 million (females were 51.6%
and males were 48.4 %.; Okolomike, 2015). Abhuere (2000) describes the period
of youth as a period of complex physical and intellectual change and the
continuous search for the truth and meaning of life. It is characterized by increased
independence as well as by significant changes in emotions, behaviour and
interpersonal relationships when both positive and negative trajectories begin
to take shape (Schwartz, Prado and Szapocnik, 2005). Young people are active
contributors in the political development of the society, they are capable of
existing on their own as well as learn by understudying their families and
communities (World Health Organization (WHO), 2002) and they make up a
functioning population in tertiary institutions where the interest of the
present study was based. Students in tertiary institutions will make up the
population of the present study.
A
tertiary institution is an
institution that offers the third stage or third level of education. It
provides a post-secondary education - the
education level that follows the completion of a school that provides a
post-basic education. Tertiary institutions include Universities and other institutions
that teach particular dimensions of higher learning such as colleges, technical
training institutes, polytechniques, monotechniques, nursing schools, research
laboratories, centers of excellence, and distance learning centers. It
generally climaxes in the award of certificates, diplomas, associates and
academic degrees (World Bank, 2017). Learners in the tertiary institutions have
not yet obtained the above listed awards but are rather in the process of being
awarded at the completion of the program.
Tertiary
institution is seen to make a fundamental contribution to the future of any
country and plays a vital role in a country’s intellectual, economic, cultural
and social development. It is very vital in building a more robust society, bringing
an end to extreme poverty and enhance shared fortune. It can serve the community
through its contribution to knowledge and advanced skills and also basic
proficiency and research. The sector educates future professional workforce,
produces future leaders, provides jobs and drives much of economic and regional
success. It plays a major role in the enrichment of social environment (Jekayinfa,
2013) and the youths form a greater percentage of students’ population in these
institutions (Akpan, Nkan and Usoro, 2011). The observable behaviours displayed
in tertiary institutions include sporting activities, creative abilities,
volunteer activities, travelling, making new friends or participating in
competitions. Other behaviours include missed classes, vandalism, sexual
assault, fraternities, club/bar activities, where there is high prevalence of
drinking, smoking, drug use and unprotected sex (Sten and Zack-place, 2004;
Nkan and Nnubia, 2016). These behaviours could be classified as positive and
negative and may be induced by different patterns of family functioning.
Family
functioning then could be said to be a complex phenomenon describing the
structural and organizational properties of a family group and the patterns of
interactions between the group’s members. Specifically, it describes how
families manage their daily routines, fulfill their roles in the family, and
communicate and connect emotionally (Rhee, 2008). Relationship that exist
within the family, such as the way the family communicates and how close the
family members are, may impact the resulting quality of life (Brown, Schalock
and Brown, 2009). However, factors like family structure, parenting, family
relationships, stage of family, family size, socio economic factors, live
events amongst others which make family life appealing can also create tensions
that may result in conflict (Marsiglia et.al., 2009). Conflict could get worse if
individuals do not deal with them as soon as they arise. Thus, two important
aspects of family functioning (cohesion and conflicts) can influence multiple
areas of an individual’s life, including the outcome of behaviour (Barber and
Buehler, 2001; Openshaw, 2011).
The influence that family cohesion
and conflict poses centers on one hand, that conflict is a common part of
family life (Barthassat, 2014) given the normative demand for autonomy that
adolescents make as they become mature, and on the other hand, that cohesion or
closeness of the family is a source of resilience in managing conflict.
Although family conflict is often viewed as a sign of family dysfunction with
negative outcome (Hlavaty, 2011), this study contends that it can also have
positive effects on students and families as well.
Studies examining family functioning
are most often carried out within the context of Western societies, where there
is emphasis on the individualist culture, which recognizes independence, autonomy
and discretion as part of the adolescent's development (Krishnan, 2004). This
study will however, examine the dimensions of family functioning in heterogeneous
collectivist culture which is obtainable in Nigeria. People in a collectivist
culture may have an entirely different perception of family functioning from
people in the Western culture (Shek, 2001). Collectivist culture is a model of socialization
that accentuates the distinctiveness, emotional dependence, team spirit, devoutness,
group harmony, duties and obligation (Brislin, 1993; as cited in Abdul Jalal,
2005). In Nigeria, the family is extremely important. The Nigerian families are
not an embodiment of an unbreakable union, it is not above the forces
militating against the family, but there is still that tough family tie often
described by the saying that blood is thicker than water, and fueled by strong
societal traditional norms (Labeodan, 2005).
As observed by the researcher, the
Nigerian culture places an utmost importance on the kind of the relationship
existing between parents and children. Children are expected to be obedient and
respectful, and avoid bringing shame to their families. In addition, families
socialize through rituals activities in their daily life, and the parenting of
children according to their belief and customs. The relationship existing in
families will play a great role on children and most especially youths
(students) who exhibit some level of autonomy when they are trying to navigate
between family upbringing and post-secondary academic environment.
The researcher acknowledges
substantial contributions of the broader social-context to adolescent
development, and observes that there
has not been adequate known documented studies on outcome of behaviour of students
in tertiary institutions in Akwa Ibom State in relationship with family
functioning.
Therefore, the primary aim of this study was to correlate
family functioning and the behaviour outcomes of students.
1.2 STATEMENT OF THE PROBLEM
The variety of behaviours exhibited
by some people in Nigeria makes a right thinking individual to wonder if the
Nation’s values have been completely swept off, and if so, by what force. The
activities of the Niger-Delta militants in oil pipeline vandalism and
kidnapping of expatriate oil company workers and other Nigerians; the Boko
Haram sect activities in Northern Nigeria and the recent senseless killings in the
north eastern parts of the country attributed to Fulani Herdsmen. All these
behaviours and the increasing misuse of drugs and other substances – the most
recent abuse of tramadol and cough syrup with codeine roused the mind of the
researcher. Thus the research on the relationship between family functioning
and the behaviour outcome of students in tertiary institutions in Akwa Ibom
State, Nigeria emanated as a result of the researcher’s observation of what is
going on in the society as well as her background, education and professional
experience.
Nigerians generally believe that
families are the primary source for children’s learning and good behaviour so
it will not be out of place for the researcher to seek the family setting as
the origin and source of the general behaviour displayed by students.
From the researcher’s background,
parental supervision and discreet management of parental conflict as well as
the value for closeness was entrenched, and through
educational pursuits there is the affirmation that cohesion contributes to a
level of healthy individual and family functioning, even in the midst of
witnessing exhibition of variations in behaviour patterns among youths in
higher institutions. These patterns of
behaviour among youths are observed in both negative and positive terms. Some
students display positive behaviours and thrive towards excellence by being
ambitious, always busy with something, cautious, conscientious, creative,
curious, logical, organized, hardworking, precise, caring, compassionate,
considerate, pleasant, and sincerely concerned for others. Other students are
involved in the display of negative behaviour by being anxious, impatient,
lazy, undisciplined, careless, aggressive, domineering, rude, involved in
actions like missed classes, casual sex, gangsterism, excessive alcohol
consumption, use and abuse of substance and truancy. These behaviours which
were observed in the researcher’s interaction and professional life in the
University of Uyo, Akwa Ibom State, became a real motivation to carry out the
study not only in the University of Uyo but in tertiary institutions where
there is some level of autonomy. These behaviours are disturbing, disorderly
and personally inhibiting.
Students struggle with the inner
tension to be obediently cohesive, yet are erratic in display which has
resulted in difficulties in interpersonal
relationship with parents, siblings, kin, and peers in families, neighbourhood,
school, or work.
Additionally, the negative
behavioural pattern has resulted in high risk for delinquency and situations
which pose a burden to the students themselves, their families and the society
at large. The burden posed ranges from health hazards to untimely death. For
example, sexual risk behaviour has led to the spread of sexually transmitted
infections, HIV-AIDS and in some cases unwanted pregnancies which could have a
great impact on their fertility in the future. The counsequences of these
negative behaviours could lead to moral decadence and general disorders which
could be disturbing issues confronting youths, parents and teachers. Literature
(Sapp, 2003; Sanni, Udo, Okediji, Modo and Ezeh, 2010; Lubrenko and Sebre, 2010)
among others show that behaviour of youth is influenced by family functioning
such as cohesion and conflict. Reflection on
these issues, has propelled this study on the relationship between family
cohesion and conflict on student behaviour in tertiary institutions in Akwa
Ibom State Nigeria.
1.3 OBJECTIVES OF THE STUDY
The
main objective of this study was to ascertain the relationship between family
functioning and the behaviour outcomes of students in tertiary institution in
Akwa Ibom State, Nigeria. Specifically, the study:
1.
described the demographic
characteristics of students in tertiary institutions in Akwa Ibom State.
2.
ascertained the level of
cohesion that exist in family of students in tertiary institutions in Akwa Ibom
State
3.
ascertained the level of
conflict that exist in family of students in tertiary institutions in Akwa Ibom
State
4.
determined the prevalence
of pro-social behaviours among students in tertiary institutions in Akwa Ibom
State.
5.
determined the prevalence
of antisocial behaviours among students in tertiary institutions in Akwa Ibom
State
6.
determined the
relationship between family cohesion and behaviour outcomes of students in
tertiary institutions in Akwa Ibom State.
7.
determined the
relationship between family conflict and behaviour outcomes of students in
tertiary institutions in Akwa Ibom State.
1.4 RESEARCH
QUESTIONS
The
study sought answers to the following research questions.
1.
What is the demographic
characteristics of students in tertiary institutions in Akwa Ibom State?
2.
What level of cohesion exists in families of students
in tertiary institutions in Akwa Ibom State?
3.
What level of conflict exists in families of
students in tertiary institutions in Akwa Ibom State?
4.
What are the prevalent
levels of pro-social behaviour among students in tertiary institutions in Akwa
Ibom State?
5.
What are the prevalent
levels of antisocial behaviour among students in tertiary institutions in Akwa
Ibom State?
6.
What is the relationship
between family cohesion and the behaviour outcomes of students in tertiary institutions
in Akwa Ibom State?
7.
What is the relationship
between family conflict and the behaviour outcomes of students in tertiary institutions
in Akwa Ibom State?
1.5 HYPOTHESES
The
following hypotheses were tested at 0.05 level of significance.
H01 There is no significant relationship between demographic
characteristics (age, sex, family size) and behaviour outcome of students in
tertiary institutions in Akwa Ibom State.
H02 There is no significant difference in behaviour
outcomes between students from male and students from female-headed households.
H03 There is no significant difference in the
levels of family cohesion among tertiary institutions used for this study.
H04 There is no significant difference
in the levels of family conflict among tertiary institutions used for this
study.
H05 There is no significant relationship
between family cohesion and pro-social behaviours of students in tertiary
institutions in Akwa Ibom State
H06 There is no significant relationship
between family conflict and antisocial behaviours of students in tertiary
institutions in Akwa Ibom State
1.6 SIGNIFICANCE OF THE STUDY
The
findings of the study on family functioning and behaviour of students in
tertiary institutions in Akwa Ibom State, Nigeria would be beneficial to
parents, students, teachers, Home Economists, counselors, governmental agencies,
policy makers and researchers.
Parents
and other family members will benefit from the results of this study since they
will become aware of certain family situations that can predispose students to different
behavioural patterns. The information will be communicated through discussions
and workshops in various religious and social groups. The knowledge gotten will
help them know how to help reduce the level of conflict in the family which
will further check negative behaviours and encourage positive ones among
youths.
Students
who are the main focus of the study will appreciate the behaviours that are
against the norms of the society and the ones that promote peaceful
coexistence. This information which they will easily access through the
internet will help them cope with conflicting situations while thriving towards
cohesive relationship.
Teachers
and Home Economists will understand more the possible underlying factors that
predisposes students to display certain forms of behaviour. This knowledge
which will be easily accessed by reading academic materials will enable them to
intervene positively by offering useful guide to the students.
Through
seminars and symposia, counselors will have a better understanding of the
effectiveness of family functioning and will be guided in their work with youths
and families as well as plan for effective
preventive and intervention strategies. They will use the right counselling
approaches to provide advice and counselling on behavioural management and will work with their clients to develop skills and strategies
to manage the thoughts, emotions and behaviours that impact on mental health. This may include individual, family or group counseling which
may help find solutions to problems encountered in daily living.
Through
the findings of this work, governmental agencies and policy makers will be
guided to make better policies that can effectively address family conflict
which has a direct bearing on the behaviour outcome of students in tertiary institutions
in Akwa Ibom State in particular and in Nigeria at large. The information will
be accessible through reading materials on the shelf and the internet. Additionally,
the results of the findings of the study will add to the body of existing
literature which will be very useful to the researcher.
1.7 SCOPE OF THE STUDY
This study was delimited to public Tertiary
Institutions (University of Uyo, Akwa Ibom State Polytechnic and Akwa Ibom
State College of Eduction) in Akwa Ibom State of Nigeria. Male and female
students between the ages of 15 and 44 participated in this study. The study
described the demographic characteristics of students in tertiary institutions
in Akwa Ibom State. It ascertained the level of family cohesion and conflict
that exist in the families of the respondents and also determined the
prevalence of pro-social and antisocial behaviour of students in the study area.
The study Finally, the study assessed the relationship between family cohesion and
the behaviour outcomes of youths in tertiary institutions in Akwa Ibom State as
well as the relationship between family conflict and the behaviour outcomes of youths in tertiary institutions in Akwa
Ibom State.
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