Parental Influence And Socio-Economic Factors As Correlates Of Personality Adjustment Among Adolescents
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Parental Influence And Socio-Economic Factors As Correlates Of Personality Adjustment Among Adolescents
ABSTRACT
The study looked at how parental socioeconomic status influenced pupils’ personality adjustment at the secondary level in selected public secondary schools in Lagos State’s Shomolu Local Government Area. In addition, this study examined other relevant and related literature under subheadings.
The descriptive research survey was used in this study to analyse the opinions of the selected respondents through the use of a questionnaire and sampling technique.
This survey included a total of 200 respondents. Five null hypotheses were developed and tested using the Pearson Product Moment Correlation and t-test methods at the 0.05 level of significance.
At the end of the testing of hypotheses, the following results emerged: there is a significant relationship between parental socioeconomic status and students’ personality adjustment;
there is a significant relationship between broken homes and adolescents’ personality adjustment; there is a significant gender difference between the performance adjustment of adolescents in intact homes and those in divorced homes; and there is a significant influence of parental discipline.
Based on the study’s findings, the following recommendations were made: parents should guarantee that their children and wards receive the necessary help in their academic endeavours and social integration.
Parents should try to have a small number of children so that training and raising them does not cause them too much worry. Parents should be aware of the current economic downturn and, as a result, be mindful of the number of children they raise in their households.
This is because having too many children causes a lot of stress for the parents, which can damage their financial well-being and the child’s education.
Chapter one
INTRODUCTION
1.1 Background for the Study
Parents have the most significant single influence on their children’s development in two undisputed ways. Parents serve as socialising agents, offering goals and a value system from which the child learns varied patterns of behaviour.
In some cases, parents adopt a carefree attitude towards their children’s learning, including their social orientation, which has resulted in low academic achievement and maladaptive actions in their immediate society (Hake, 2009).
According to Ndubuisi (2005), there is a favourable relationship between parental attitude and children’s social and intellectual progress. According to Ndubuisi (2005), parents’ dimensions of value placed on their children’s well-being, whether positive or negative, have a substantial impact on the child’s positive or negative adaptation to society, as well as how he or she carries out his or her academic work in school.
Many factors influence a child’s personality development, both within and outside of school. These elements can be attributed to either inheritance or the environment.
Many psychologists, like Freud (1952) and Adler (1958), downplay the importance of inheritance in a child’s overall development while emphasising the impact of the environment.
Craft, Allport, Barns, and Mondi (2002) provided some contributions to our understanding of the relationship between a child’s home environment and his personality adjustment at school.
A child is the product and mirror of society. While the school administers the formal education system, the household offers both formal and informal educational opportunities.
Many psychologists have advised for a stimulating immediate environment (home) in order to promote a child’s intellectual development and personality adjustment. According to Locke (1970), a child is like a blank slate at birth, and contextual forces determine what fills the void. Locke referred to this as “Tabula Raza”.
In other words, the environment in which the child lives can either accentuate or dampen whatever the youngster acquired from his or her parents.
Mudock and Mudock (2004) found that the first six years of a kid’s life are critical because everything that goes wrong during this time has a long-term impact on the child as they grow older. During this early period, the child’s personal qualities and mental health develop. The youngster learns to love and be loved, as well as how to handle sibling rivalry.
If the setting is not conducive, the youngster may develop feelings of hate and aggression. This early socialisation process is vital because it allows a youngster to acclimatise to situations outside of his household.
Psychologists and sociologists such as Jersild (2005) and Hurlock (2006) feel that if solid foundations are not created for the acquisition of basic skills while the kid is young, learning and personality adjustment will become a difficulty later in life since they are frequently unsuccessful.
Joyce, Almond, and Edith (2005) have long established that in effective schools where high-quality education is provided, there is usually frequent communication between the school and parents, which is primarily positive, such as at award days and parent days, and bidirectional, with parents frequently initiating contact with the school.
Parents should monitor attempts to ensure accountability and serve as advisors in school reform efforts. This can be accomplished by having parents work in standing and ad hoc special committees and boards at the school, such as the special events committee, the disciplinary committee, and the governing board.
This allows parents to gain firsthand knowledge of the school’s needs and challenges and collaborate with the school to address them (Aloe, 2006).
When parents have the appropriate knowledge and abilities related to school curricula, they can serve as information providers, audience members for school academic activities, and/or class assistants. There appears to be considerable evidence that parental involvement in homework and assignments can boost children’s academic success.
Furthermore, parents favourable and cooperative attitudes towards school development have been shown to have a good influence on children’s personality adjustment at home or school.
Such parental practices include good attendance at PTA meetings, sending children to school on time, paying fees on time, requiring children to finish homework on time, and parents visiting the school on a frequent basis to check their children’s progress. Teachers have a very demanding job and will appreciate anyone who supports and recognises their efforts.
1.2 Theoretical Framework.
The Conflict-Marxist Theory of Family
Marx Weber (1864-1920)
According to this idea, the marital and family processes are sympathetic, with family members encountering an endless cycle of opposing interests. Conflict-Marxian theorists see marriage and family as a constantly competitive social institution.
According to Arnolds (1990), competitiveness is characterised by a state of negative interdependence among the parts of the social system.
Because of this conflict, there is a gain/loss situation, as what is gained by one party becomes lost by the other in the wide split. The most significant parts or elements in the conflict – Marxian theory is that conflict is an inescapable part of humans and relationships, including family life and marriage.
Adamson (2000) remarked that Marxian ideas regard the family as an institution surrounded by unavoidable antagonism or conflict and in perpetual flux. This approach emphasises the contrasting demands, values, aspirations, or objectives of marriage partners.
Because people’s wants/needs are rare and in limited supply, the desire to seek or obtain them causes competition and conflict among people in society, particularly within families.
According to Edith (1998), Marxian theorists do not see constant confrontation in the family as necessarily destructive; rather, they view conflict in the family as an essential element and catalyst of interests that must be addressed constructively through negotiation and compromise.
Conflict-Marxian thinkers see family conflicts as opportunities to promote and strengthen interpersonal growth and development within the family.
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