MARITAL CONFLICTS AS CORRELATES OF MORAL DEVELOPMENT AND SOCIAL ADJUSTMENT OF SENIOR SECONDARY SCHOOL STUDENTS OF ABIA STATE

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Abstract

This study examined Marital Conflicts as Correlates of Moral Development and Social Adjustment of Senior Secondary School Students in Abia State. The investigation aimed to determine the extent to which marital conflicts influence the moral and social adjustment of students, with a particular focus on the roles played by gender in moderating these relationships. The study was guided by five specific objectives which sought to: assess the extent marital conflicts correlate with moral adjustment, examine the relationship between marital conflicts and social adjustment, determine the joint correlation of marital conflicts with both moral and social adjustment, and evaluate the moderating effects of gender on these relationships. A correlational survey research design was employed. The population comprised all Senior Secondary II (SSII) students in Abia State, totalling 8,783 students. Using proportionate stratified random sampling, a sample of 878 SSII students was selected across eight schools from three education zones: Aba, Umuahia, and Ohafia. Data were collected through three researcher-developed instruments: the Moral Adjustment Questionnaire (MAQ), Social Adjustment Questionnaire (SAQ), and Marital Conflict Questionnaire (MCQ), the latter adapted from the existing Marital Problem Questionnaire (MPQ). Descriptive and inferential statistical methods, particularly Pearson Product Moment Correlation and linear regression, were used to analyse the data at a 0.05 level of significance. The findings revealed a significant and very high correlation between marital conflicts and students’ moral adjustment, indicating that students from conflict-ridden families often experience disruptions in moral behaviour. Similarly, a very high correlation was found between marital conflicts and students' social adjustment, implying that exposure to family discord can impair adolescents' social functioning and peer relationships. Furthermore, marital conflicts were shown to significantly and strongly correlate with both moral and social adjustments combined, reinforcing the broader impact of familial disharmony on adolescent development. Contrary to expectations, gender did not have a significant moderating effect on the relationship between marital conflicts and either moral or social adjustment. This suggests that the negative influence of marital conflicts on student development occurs irrespective of whether the student is male or female. The study concludes that marital conflicts are a critical factor influencing both the moral and social adjustment of senior secondary school students in Abia State. It recommends proactive engagement from parents, educators, and policymakers to minimize marital conflicts and provide targeted support systems for students affected by such conflicts. Addressing these family-based issues could significantly enhance students’ behavioural development and overall well-being.

 

 

 

 

TABLE OF CONTENTS

CHAPTER 1

INTRODUCTION

1.1      Background of the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Significance of the Study

1.5       Research Questions

1.6       Hypotheses

1.7       Scope of the Study

 

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1      Conceptual Framework

2.1.1    Marital conflicts

2.1.1.2 Causes of marital conflicts

2.1.1.3 Effects of marital conflicts on adolescents

2.1.2    Adolescence and adolescent (in-school adolescent).

2.1.3    Moral adjustment

2.1.4   Social adjustment

2.1.4.1 Social maladjustment and students’ welfare.

2.1.5    Gender

2.2       Theoretical Framework

2.2.1.  Jean Piaget’s theory of moral development (1896-1980).

2.2.2    Lawrence Kohlberg’s theory of moral development in adolescence (1958).

2.2.3    Karl Marx social conflict theory (1818- 1883)

2.2.4    Erik Homburger Erickson’s psychosocial theory of adolescence (1954).

2.3      Empirical Studies

2.3.1.  Empirical studies on marital conflicts and moral adjustment

2.3.2    Empirical studies on marital conflicts and social adjustment

2.3.3    Empirical studies on marital conflict, moral and social adjustment on gender.

2.4       Summary of Literature Reviewed


CHAPTER 3

METHODOLOGY

3.1    Design Of The Study

3.2     Area Of The Study

3.3    Population Of The Study

3.4    Sample And Sampling Technique

3.5     Instruments For Data Collection

3.5.1  Moral adjustment questionnaire (MAQ)

3.5.2 Social adjustment questionnaire (SAQ)

3.5.3 Marital conflict questionnaire (MCQ)

3.6     Validation Of The Instruments

3.7     Reliability Of The Instruments

3.8     Method Of Data Collection

3.9     Method Of Data Analysis

 

CHAPTER 4

RESULTS AND DISCUSION

4.1     Results

4.2     Major Findings of the Study

4.3     Discussion of the Findings

 

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1     Summary of the Study

5.2     Conclusion of the Study

5.3     Educational Implications Of The Study

5.4     Recommendations

5.5     Limitation of the Study

5.6     Suggestions for Further Studies

References

Appendix 1: Letter to the Respondents

Appendix 11: Reliability of the Instruments








TABLE OF CONTENTS

 

Table 4.1:   Correlation matrix of relationship between marital conflicts and moral adjustment

Table 4.2:   Linear regression analysis of correlation between marital conflicts and moral adjustment

Table 4.3:   Correlation matrix of relationship between marital conflicts and social adjustment

Table 4.4:   Linear regression analysis of correlation between marital conflicts and social adjustment

Table 4.5:   Correlation matrix of relationship between marital conflicts and moral and social adjustments of secondary school students

Table 4.6:   Linear regression analysis of correlation between marital conflicts and moral    and social adjustment

Table 4.7:   Correlation matrix of the relative contribution of gender on the relationship between marital conflicts and students’ moral adjustment

Table 4.8:   Linear regression analysis of the relative contribution of gender on the relationship between marital conflicts and students’ moral adjustment

Table 4.9:   Correlation matrix of the relative contribution of gender on the relationship between marital conflicts and students’ social adjustment

Table 4.10: Linear regression analysis of the relative contribution of gender on the relationship between marital conflicts and students’ social adjustment

 

 

 

 

 

 

 

CHAPTER 1

INTRODUCTION

 

1.1      BACKGROUND OF THE STUDY

Over the years, many factors have combined in affecting the moral and social adjustment of senior secondary school students. Most of these factors include, personality, self-esteem, ability to communicate effectively, health, experience of stress, changes with aging, coping processes, pressure, relationships with others, careear preparation, work and conflicts. The term ‘moral’ comes from the Latin word ‘mos’, which means ‘custom’ or ‘habit’ and it is a transition of the Greek ‘ethos’, which means roughly the same thing, and is the origin of the term ‘ethics’. It deals with learning what is good and bad, what is morally accepted by the society and what is not accepted by the society. The Cambridge Advanced Learners Dictionary (2022) defines moral as relating to the standards of good or bad behaviour, fairness, honesty that each person believes in, rather than laws. Morality has to do with the extent an action is right or wrong. It also involves learning to do right and wrong things (Uzoka, 2018). It is a part of which is hinged on cognitive development, hence, as our thinking matures, our behaviour also becomes less selfish and more caring.

Morality talks about a particular system of values and principles of conduct. The development of morality starts from the home. For instance, what the children learn at home constitute part of what they exhibit as they grow and interact in any location they found themselves such as secondary schools and the society at large.  In this respect, when the parents live in harmony and fear of God, the children will imitate them. Values such as respect for elders, decency or modesty in dressing, moderation, tolerance, love, honesty and fear of God are acquired, nurtured and exhibited by children as they grow. Contrarily, where the parents fight, quarrel, talk back at each other, the children copy from them as well. These in no small measures affect their morality and could lead to moral decadence or moral degeneration amongst them, even in their adolescence, which is usually associated with a time of independence and break down of rules (Sharon, 2016). There is collapse of values and morals like immodest dressing, use of foul languages and lack of respect for elders and teachers are found among senior secondary students in the present day Nigeria. The exposition of boobs, laps, sagging of pants by both boys and girls geared towards eliciting illegal sexual arousals is part of the negative effects of breakdown of moral values. Many secondary school adolescents are involved in this type of immoral dressing.

Sharon (2016) observed that 90% of teachers cannot caution them especially in private schools because the parents of such students are also lacking in good morals. Uya (2015) affirms that their hair styles portray a problem. Girls wear weavons that make them look shabby, and boys keep hairs that make them look like mad people and unkempt. Uzoka (2018) posited that the morality of students could be shaped by multiple factors, such as, what they inherit, where they habitually put their attention, what actions they choose, the perceptual sensitivities and most essentially the capacities they develop from how they were raised by their parents as well as their social adjustments to their immediate environment.  These may suggest that conflicts in marriages could manifest negatively in the moral decadence of students and their poor social adjustments in the society. Adjustment is a wider term used in various spheres of life. For example if an individual is well adjusted in his family environment, he will be well adjusted in the society. Egyankosh (2013), views the term adjustment as a popular expression used by people in day to day life. Wikipedia (2022) defines adjustment as the condition of a person who is able to adapt to changes in their physical, occupational and social environment. In other words, adjustment refers to the behavioural process of balancing conflicting needs, or needs challenged by obstacles in the environment. The Cambridge Advanced Learners Dictionary (2022) defines adjustment as a slight change made to something to make it fit, work better, or be more suitable, or the act of making such a change. Adjustment means reaction to the demands and pressures of the social environment. For instance, when an individual comes in contact to the demands of the immediate environment, an adjustment is said to take place (Egyankosh 2013). Consequently, a student is said to be adjusted when he is able to adapt to the demands of his immediate environment. Thus, the researcher sees adjustment as the ability to adapt to new situations or conditions in any given circumstances or the process of adapting or becoming use to new challenges.

Moral adjustment is the extent to which individuals adjust their own sets of moral standards and codes after encountering and engaging with characters (Grizzard and Eden 2022). Smith (2018) defines moral adjustment as the continuous reformulation and reinterpretation of moral theories in a given spatio-temporal context. Sam (2013) defines moral adjustment as the gradual and progressive acquisition of an individual’s understanding, grasping the wrong and right principles, conscious, ethical and religious values, social attitudes and their behaviours. In this regard, the researcher views moral adjustment as the ability of an individual to adapt to certain moral standards and conducts especially when one encounters an experience.

Koekemoer (2022) carried a research on the Moral Adjustment of adolescents at the University of South Africa and found out that there is a strong correlation between the two factors and it can be considered to be statistically significant. Moral adjustment is the ability of an individual to adapt to what is right and reject wrong values. In this respect, when an adolescent is morally adjusted, there is the possibility of being socially adjusted.

Social adjustment is the degree an individual adapt to the challenges in the immediate environment or engages in competent social behaviour. Jaychandran (2017) posited that social adjustment has been considered as one of the major contributing psychological factors in characterizing the individuals. Egyankosh (2013) defines social adjustment as a psychological process that involves coping with new standards and values. In the technical language of psychology, getting along with the members of the society could be called social adjustment. In this perspective, when an individual is not getting along well with other members of the society, behaving in odd ways, such a person is not socially adjusted. Some of the behaviours among secondary school students that suggest they are not socially adjusted are: truancy, substance abuse, perpetual struggles with school authorities, poor motivation for schoolwork and manipulative behaviours (Smith 2018). Social adjustment of an individual such as a secondary school student could be affected by conflicts between the father and mother (parents) and the society. In this relation, there is need to investigate the relationship between marital conflicts and social adjustment of secondary school students.

Based on this, Kemjika, Obikoya and Oluwatoyin (2017) reported that in the transition to the senior secondary, many adolescent students are inadequately prepared for the psychological, emotional and academic realities of life.  Dibia (2014) posited that students experience difficulties in transition from one school to the other. Most students dread new schools (environments) and will always prefer their former schools. Such transfer students usually fail to regain the level of adjustment they had attained before the transfer. However, the effect of these social adjustment challenges may have negative influence on the adolescent. This could be observed in students who are withdrawn from the rest, those who are bossy, rude, lacking respect, impulsive, ill-mannered, abusive and display some anti-social behaviours like intake of drugs and substance abuse (Olasupo and Ucheoma 2015).

Conflict refers to some form of friction, disagreement, or discord arising within a group when the beliefs or actions of one or more members of the group are either resisted or unacceptable to one or more members of another group. According to Wikipedia (2017) said that Conflict can arise between members of the same group, known as intra- group conflict, example is marital conflict, or it can occur between members of two or more groups and involve violence, interpersonal discord and psychological tension. Marital conflict which is intra-group conflict is also the focus of this study.

The researcher views marital conflict as any conflict that occurs between husband and wife as they live out their marital lives. It is different from other types of conflict for several reasons. For instance, marital partners are already highly emotionally attached. These emotions can quickly intensify conflict. Again, marital partners are involved in long-term relationships and often are required to interact with each another daily. Moreover, marriages are often insular, obeying their own rules and resisting outside interference (Malek, 2013). These characteristics can lead to long, tangled, painful conflicts, (Kemjika and Obikoya 2017).

Tolorunleke (2014) defines marital conflicts as the state of tension or stress between marital partners as the couple try to carry out their marital roles. At an extreme, marital conflict can lead to divorce or domestic violence. On the other hand, marital partners try to repress conflict, avoiding problems and detaching from each other. These in no small measure have led to broken homes and failed marriages which in one way or the other may affect the adjustment of their children in the society. It has equally had great impact on the moral attitude and behaviour towards good or bad and social adjustment of adolescent students. Edem (2021) observed that many students are product of broken homes as evident in their behaviours. Those students lack morality and find it extremely difficult to adjust to the demands of their immediate environment due to influence of marital breakdown or as a result of various marital conflicts in the homes (Edem, 2021).

Furthermore, examples of other marital conflicts that could be seen among couples (that could correlate with adolescent students’ moral and social adjustment) are; fighting between husband and wife over money and food, lack of communications in marriages, ignoring boundaries, emotional and sexual infidelity and lack of sexual intimacy, selfishness and disagreements, quarrelling among family members, jealousy and boredom.

Wie and William (2014) reported that social adjustment challenges could be made worse if an individual is from a family that is conflict-stricken, has poor value cultivation and insecure attachment to parents or guardians.

The impacts of these marital conflicts on the moral and social adjustment of senior secondary school students could be physical, psychological and social. The physical abuses are those experienced in the form of bruises, teeth bites, scars and swollen faces. The social abuses are in form of segregation, tribal sentiments and verbal fights. The psychological abuses are in form of manipulation and emotional exhaustion (Adaelu, 2020). Psychosocially, women seem to be more affected by marital conflicts. They worry over divorce and disappointments and they are bitter, helpless, frustrated as well devastated in such a way that the moral and social adjustment of their children could be affected.  Gender is therefore suspected to influence the moral and social adjustments of adolescents.

Perina (2022) defines gender as a social construct and generally based on the norms, behaviours, and societal roles expected of individuals based primarily on their sex. Gender is the range of characteristics pertaining to femininity and masculinity, and differentiating between them. This may include sex based social structures, referring to gender roles and gender identity. It refers to the characteristics of men, women, girls and boys that are socially constructed. This includes norms, behaviours and roles associated with being a man, woman, boy or girl, as well as relationships with each other. As a social construct, gender varies from society and can change over time. Generally, women and girls face greater risks of unintended pregnancies, sexually transmitted infections including HIV, cervical cancer, malnutrition, lower vision, respiratory infections and other abuses in their moral and social adjustments. In line with this, The World Health Organization on Gender and Health (2021) related that women and girls face unacceptably high levels of violence rooted in gender inequality and are at grave risk of harmful practices such as female genital mutilation, and early and forced marriage. Also, due to the high expectations placed on women/girls in the society, it could lead to low moral and social adjustment.

Specific notions of masculinity may encourage boys and men to smoke, take sexual and other health risks, misuse alcohol and not seek help or health care as they develop and adjust in the society. Such gender norms also contribute to boys and men perpetuating violence as well as being subjected to violence themselves. Gender inequality and discrimination faced by women and girls put their moral and social well being at risk. In their moral adjustment, girls often face greater barriers than boys in adjusting to their immediate school environment. According to World Health Organization (2021), these barriers include restrictions on mobility, lack of access to decision-making power, lower literacy rates, discriminatory attitudes of communities and healthcare providers and lack of training and awareness amongst healthcare providers and health systems of specific health needs and challenges of girls. Thus, gender could be suspected to play some roles in the extent marital conflict correlates with students’ moral and social adjustment.

The study would explore moral and social adjustment of students based on gender. A cursory observation reveals that a day does not pass without hearing one crime or the other the adolescents commit. Radio reports show that adolescents involved in prostitution, rape, pornography, illegal gambling, illegal drug and substance intake, fights, war, hatred and discriminations. All these pose challenges to morality. Also we often observe some social adjustment challenges among students; those who are withdrawn from the rest and those who are bossy, rude, lacking respect, impulsive, ill-mannered and abusive. As a priest, I always settle marital issues concerning husbands and wives. Many of these issues range from lack of communication in marriage, ignoring boundaries, lack of sexual intimacy, emotional or sexual infidelity, to fighting about money, selfishness, value differences, jealousy and boredom.  It is against this background that the study saw the need to investigate marital conflict as correlates of moral and social adjustment of senior secondary school students in Abia state.


1.2         STATEMENT OF THE PROBLEM

Students at the senior secondary school level are expected to have acquired good morals from their parents, which could be evidenced in their mode of dressing, communications or relationships with school mates, teachers and disengagement in unsafe activities like armed robbery, drug abuse, violence, (bullying) among others. Unfortunately, there has been a public outcry on the high rate of moral decadence or moral degeneration among secondary school students especially in Abia state.  Hardly a day passes without hearing about one condemnation of the adolescents’ behaviour or the other. Violence, kidnapping, murder, suicide bombing, armed robbery, rape, unwanted pregnancy and hatred have become the order of the day. These in no small measures are indicators that these students are lacking in morals. Secondly, the society is no longer safe because of the high rate of crime the adolescents in the secondary schools commit on daily basis. Many adolescents display behaviours that are bossy, rude, lacking respect, impulsive, ill-mannered and abusive. Others dress shabby, unkempt and unattractive. There is high level of truancy in schools, cultism, intake of drugs and harmful substances and other forms of violence. All these are evidence of social maladjustment among the adolescent students.

 These problems could be attributed to the homes where various marital conflicts exist between their parents in the family which the young persons observe, learned and exhibit. In relation to this, when these conflicts are unresolved, they usually lead to broken homes and the children from such homes may become morally and socially maladjusted which indicates that they have deep rooted low moral values. It is in line with the afore-mentioned observations that the researcher is motivated to find out how Marital Conflicts correlate with the Moral and Social Adjustments of Senior Secondary School Students in Abia State.


1.3           PURPOSE OF THE STUDY

The purpose of this study is to investigate marital conflicts as correlate of moral and social adjustment of senior secondary school students of Abia state. Specifically, the study seeks to:

1.     find out the extent marital conflicts correlate with moral adjustment of senior secondary school students in Abia state.

2.     determine the extent marital conflicts correlate with social adjustment of senior secondary school students in Abia state.

3.     ascertain the extent marital conflicts correlate with moral and social adjustment of senior secondary school students in Abia state.

4.     ascertain the relative contributions of gender on the relationship between marital conflicts and students’ moral adjustment?

5.     Find out the relative contributions of gender on the relationship between marital conflicts and students’ social adjustment?


1.4         SIGNIFICANCE OF THE STUDY

The findings of the study could have theoretical and practical significance. The findings are expected to authenticate the assumptions of the theories on which this study is based. For instance, the theory of moral development by Piaget (1932), thought about moral reasoning in children at the adolescence stage and that their most effective moral learning or adjustment comes from decisional making situations, their ability to understand what is right and wrong from home front. Karl Max Social Conflict theory assumes that unhealthy competition among couples fuel marital conflicts while Erikson’s Psychosocial theory has it that adolescents (secondary school students’) social adjustment is the acquisition of cultural values, they learn moral values from parents who inculcate social norms into them by conditioning association with them. The findings of the study could support these theories the study anchored on.

The result of the study when published could be beneficial to the students, teachers, couples/parents, curriculum planners, researchers, school administrators, psychologists and counsellors.

To the students, the findings of the study could open their minds towards understanding moral and social adjustment. The ills in the moral values of students could be layed bay. The various techniques that could be adopted in helping them adjust to situations would help them develop into appropriate personalities that would contribute meaningfully to both their immediate communities and the society at large as they become more confident and stable in the society. The result of the study could equally help students not to allow conflicts in their own marriages.

The findings of the study could help teachers understand certain behaviours portrayed by students as a result of conflicts from their homes, and as such treat such students with love while correcting them. Also, every teacher is expected to have the skills to handle the issues of moral adjustment of the students since they teach in the school or classes that have both male and female students with moral adjustment challenges, the study could serve as a guide in understanding and teaching morality.

The findings of the study could be beneficial to couples/parents. This is because, it could help couples to resolve their conflicts and not allow their conflicts escalate to the point of affecting the moral and social adjustments of their children.

The curriculum planners could benefit by helping them highlight those aspects of marital conflicts that have strong influence on moral and social adjustment of students and equally incorporate marital conflicts in their curriculum. This could help to guide students against marital conflicts in the future and as well help them adjust socially.

The school administrators could benefit a lot from the findings of the study. It could motivate them to organize seminars, workshops and other forms of training that could inculcate in teachers the knowledge of the importance and techniques of handling children from parents who have conflicts.

The findings of the study could help psychologists and counsellors by serving as a guide in helping the counsellors and psychologists design counselling programmes that could expose them on ways of handling and counseling children who are from conflict infested homes and how they could adjust well in the society. The findings of the study could be significant to other researchers as they could serve as framework for future researches in the area of the study. The literature from the study could also give future researchers more knowledge in researching on the other areas of the study that are very vital in restoring the lost interest on morality and adjustments specially among adolescent students.

 

1.5    RESEARCH QUESTIONS

The following research questions were raised to guide the study.

1.     To what extent do marital conflicts correlate with moral adjustment of senior secondary school students in Abia state?

2.     To what extent do marital conflicts correlate with social adjustment of senior secondary school students in Abia state?

3.     To what extent do marital conflicts correlate with moral and social adjustment of senior secondary school students in Abia state?

4.     To what extent is the relative contribution of gender on the relationship between marital conflicts and students’ moral adjustment?

5.     To what extent is the relative contribution of gender on the relationship between marital conflicts and students’ social adjustment?

 

1.6         HYPOTHESES

The following null hypotheses were formulated to further guide the study and were tested at 0.05 level of significance.

H01 There is no significant correlation between marital conflicts and moral adjustment of senior secondary school students of Abia state.

H02 There is no significant correlation between marital conflicts and social adjustment of senior secondary school students of Abia state.

H03 There is no significant correlation between marital conflicts and moral and social adjustment of senior secondary school students of Abia state.

H04 There is no significant relative contribution of gender on the relationship between marital conflicts and students’ moral adjustment.

H05 There is no significant relative contribution of gender on the relationship between marital conflicts and students’ social adjustment.

 

1.7     SCOPE OF THE STUDY

The study was delimited to marital conflicts as correlates of moral and social adjustment of SS II students in Abia State, within the age limits of 13 to 16 years. Available statistics show that there are 8783 (4195 males and 4588 females) SS II class in Abia State. (Abia State Secondary Education Management Board, 2022). They are: Aba Education zone (3,238 made up of 1424 males and 1814 females), Umuahia Education Zone with 2895 SS II consisting of 1537 males and 1358 females and Ohafia Education zone numbering 2650 SS II students (1234 males and 1416 females). The scope of the study examined variables such as moral adjustment, social adjustment and marital conflicts among parents of the senior secondary school students, while gender served as the moderating variable.

 

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