The aim of this study is to investigate the relationship between broken homes and adolescents behaviour in Senior Secondary Schools. Four research questions were raised: What are the causes of broken homes in the society? What is the relationship between broken home and the academic performance of adolescents in senior secondary schools? What is the relationship between broken homes and social relationship of the adolescents? What is the relationship between the emotional stability manifested and the gender sociorelationship of adolescents who come from broken home and those from intact home?
There is a global awareness of the importance of the home environment on adolescents’ behaviour and relationship in the society. In Nigeria, most home are not intact as a result of issues of incompatibility of the couples, misconception and misunderstanding. The home lays the bedrock of development of a child in all stages of life and it has a greater impact on how they behave in the society. Adolescents from broken home engage in risky behaviors due to lack of guidance and affection from home which makes them to be less effective among peers, schools and the society at large. The teachers commonly describe adolescents from broken homes as more hostile, aggressive, anxious, fearful, hyperactive and distractive than adolescents from intact family.
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction
2.1 Theoretical Framework
2.1.1 Theory of Dysfunctional Behaviour
2.2 Concept of Home
2.2.1 Importance of the Home to a Child
2.3 Broken Homes
2.3.1 Types of Broken Homes
2.3.2 Causes of Broken Homes
2.4 Concept of Adolescent
2.4.1 Stages of Adolescent Development
2.5 Effect of Broken Homes on the Adolescents Behaviour
2.5.1 Maladjustment
2.5.2 Health Compromising Behaviour
2.5.3 Parental Infidelity and Adult Children’s Infidelity
2.5.4 Attachment Implication
2.6 Academic Performance/Achievement of Adolescents from Broken Homes
2.7 Empirical Framework of the Study
2.8 Review of Related Empirical Studies
2.9 Summary of Literature Review
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Instrumentation
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Method of Data Collection
3.8 Method of Data Analysis
CHAPTER FOUR: RESULT PRESENTATION, DATA ANALYSIS AND DISCUSSION
4.1 Introduction
4.2 Data Analysis
4.3 Hypothesis Testing
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Findings
5.3 Conclusion
5.4 Recommendations
Research Objectives and Focus
This study aims to investigate the influence of broken homes on adolescent behavior within senior secondary schools in Ondo State, Nigeria. The research explores the correlation between family stability and various aspects of student development, specifically focusing on academic performance, social interactions, and emotional stability.
- Causes of broken homes in contemporary society.
- Impact of family structure on academic achievement among secondary school students.
- Social relationship patterns and peer interaction of adolescents from broken homes.
- Emotional stability and gender-related socio-developmental outcomes.
- Potential counseling and guidance strategies for affected students.
Excerpt from the Book
2.5.1 Maladjustment
Maladjustment is a term used in psychology to refer the "inability to react successfully and satisfactorily to the demand of one's environment (Khanfer, 2013). The term maladjustment refers to a wide range of social, biological and psychological conditions. The causes of maladjustment can be attributed to a wide variety of factors, including: family environment, personal factors, and school-related factors. Maladjustment affects an individual's development and the ability to maintain a positive interpersonal relationship with others. Often maladjustment emerges during early stages of childhood, when a child is in the process of learning methods to solve problem that occurs in interpersonal relationship in their social network. A lack of intervention for individuals who are maladjusted can cause negative effects later on in life (Manichander, 2016).
Socially, adolescents that come from broken homes often are maladjusted. Feelings of frustration toward their situation stems from insecurities, and denial of basic needs such as food, clothing and shelter. Children whose parents are unemployed or possess a low socioeconomic status are more prone to maladjustment. Parents who are abusive and highly authoritative can cause harmful effect towards psychological need which are essential for a child to be socially well adjusted (Manichander, 2016). The bond between a parent and child can affect psychological development in adolescent. Conflicts between parent and child relationship can cause adolescents to have poor adjustment. The level of conflict which occurs between a parent and child can affect both the child's perception of the relationship with their parents and a child's self-perception. The perception of conflict between parent and child can be attributed to two mechanisms: reciprocal filial belief and perceived threats. Reciprocal filial belief refers to the love, care and affection that a child experience through their parent, it represents the amount of intimacy a child has with his or her parent. High levels of perceived conflict between parent and child reduce feelings of empathy, a child may feel isolated and therefore alienate themselves from their parent, and this reduces the amount of reciprocal filial belief. Adolescent with lower levels of reciprocal filial belief are known to
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter introduces the study, outlines the background, research questions, and objectives, and establishes the significance of the research regarding the impact of broken homes on adolescents.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This chapter provides a theoretical framework and reviews empirical studies regarding the concepts of home, adolescent development, and the various impacts of broken homes on student behavior.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter details the research design, population, sample size, sampling techniques, and the instrumentation used for data collection and analysis.
CHAPTER FOUR: RESULT PRESENTATION, DATA ANALYSIS AND DISCUSSION: This chapter presents the statistical data collected from the respondents, analyzes the research questions, tests the hypotheses, and discusses the findings.
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS: This chapter summarizes the study's findings, draws conclusions, and offers recommendations for parents, teachers, and policymakers to support adolescents from broken homes.
Keywords
Broken homes, adolescents, secondary schools, academic performance, social relationship, emotional stability, maladjustment, family structure, counseling, Nigeria, Ondo State, parental infidelity, self-concept, social development, child-rearing.
Frequently Asked Questions
What is the primary focus of this research?
The research examines the relationship between broken home environments and the behavioral, academic, and social outcomes of adolescents in senior secondary schools in Ondo State, Nigeria.
What are the central themes discussed in the study?
The core themes include the definition of broken homes, the psychosocial development stages of adolescents, the impact of family conflicts on behavior, and the role of schools in providing support.
What is the main goal or research question of the work?
The study aims to determine the extent to which broken homes influence the academic performance, social relationships, and emotional stability of adolescents, and whether there are significant differences between students from broken versus intact homes.
Which scientific method is utilized?
The study employs a descriptive correlational research design, utilizing a self-developed questionnaire to collect data from a sample of 115 teachers, analyzed via mean scores and the Pearson Product Moment Correlation Coefficient.
What is addressed in the main body of the work?
The main body covers the theoretical background, types and causes of broken homes, detailed stages of adolescent physical and cognitive development, and a discussion of empirical findings regarding student maladjustment and performance.
Which keywords characterize this research?
Key terms include broken homes, adolescents, academic performance, social relationships, emotional stability, maladjustment, and family dynamics.
How does parental infidelity affect the emotional development of adolescents?
The study indicates that exposure to parental infidelity often leads to insecure attachment styles, a diminished sense of security, and an increased likelihood of adopting risky behaviors in future relationships.
Why is early adolescence considered a critical phase?
Early adolescence is marked by rapid physical, cognitive, and psychosocial transitions, making children particularly vulnerable to environmental stressors like family instability, which can significantly alter their identity formation.
What recommendations does the author provide for educators?
The author suggests that teachers should be more conscious and empathetic when handling students from broken homes and recommends the formal employment of school counselors to assist with students' emotional concerns.
- Citar trabajo
- Joshua Adetayo (Autor), 2021, The Relationship Between Broken Homes and Adolescents' Behaviour in Senior Secondary Schools in Nigeria, Múnich, GRIN Verlag, https://www.grin.com/document/1159545
