Authoritarian and Authoritative Parenting Styles as Correlates of Students’ Tendency to Abuse Drugs in Rivers State, Southern Nigeria (Published)
The study investigated Authoritarian and Authoritative parenting styles and as correlates of student’s abuse of drugs in Rivers State, Nigeria. Three research questions and three corresponding null-hypotheses guided the study. The study adopted correlational design. A sample size of 400 SS I and SS II students drawn from the population of 22,413 secondary school students through simple and non-proportionate stratified random sampling techniques were used for the study. Two instruments used in the study were Parenting Style Scale (PSS) and Abuse of Drugs Inventory (ADI). The instruments were validated by three experts in Educational Measurement and Evaluation. The reliabilities of the instruments were determined using Cronbach Alpha techniques. The reliability coefficients obtained were 0.81, 0.77, 0.84 and 0.73 for Authoritarian, Authoritative, Permissive and Uninvolved Parenting Styles respectively and Abuse of Drugs inventory had a reliability coefficient of 0.79. Multiple Regression and Pearson Product Moment Correlation were used in data analysis. The results revealed that Authoritarian and Authoritative Parenting Styles do not significantly correlate with students abuse of drugs. The conclusion drawn from this study is that parenting style had a significant joint contribution in determining the outcome of children’s abuse of drugs, while some parenting styles (e.g. authoritative and authoritarian) are negatively associated with abuse of drugs. Based on the results, recommendations were made, one of which was that parents should adopt authoritative parenting style in rearing their children as this has been shown to minimize the tendency of them to be involved in abuse of drugs.
Citation: Amadi U. and Chujor J. C. (2023) Authoritarian and Authoritative Parenting Styles as Correlates of Students’ Tendency to Abuse Drugs in Rivers State, Southern Nigeria, European Journal of Educational and Development Psychology, Vol.10, No.3, pp.70-81,
Keywords: Adolescents, Authoritarian, Authoritative, Drug Abuse, Parenting style
Moderating Role of Self-Esteem in Relation Between Aggression and Academic Performance in Adolescents (Published)
Introduction: The study aims to find out the moderation role of self-esteem in relation between aggression and academic performance based on studies which confirms negative relation on aggression and academic performance. It also aims to understand the relationship between aggression and self-esteem of adolescents. A Quantitative research technique is used for the purpose of this correlational study conducted among 204 adolescents in India, between the age of 15years and 18 years old. Rosenberg Self-Esteem Scale and Aggression Questionnaire by Buss & Perry is used. Academic performance was assessed using GPA, considering the centralized evaluation under respective educational boards in India.The results of descriptive analysis for the study variables indicates that there is a strong negative correlation in the relationship between aggression and self-esteem along with showing no significant correlation between the academic performance and aggression. Linear regression was used after centralising the variable to prepare moderation model to identify the moderating effect of self-esteem and a significant value was not found to predict the moderation. Conclusion: The current study shows that additional factors need to be considered to enhance self-esteem of the students rather than assessing them on the basis of their academic performance.
Keywords: : Academic Performance, Adolescents, Aggression, self-esteem
Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in S.H.S (Published)
Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.
Keywords: Adolescents, Senior High School, group counselling
Effect of Adlerian Therapy on the Psychosocial Challenges of Secondary School Adolescents (Published)
This study examined the effect of Adlerian therapy on the psychosocial challenges of adolescence. Two research hypotheses were made to guide the study. The sample consisted of seventy (71) senior secondary school students. A 40 item self-developed questionnaire was designed for data collection. The study adopted a quasi-experimental control group design. Analysis of data was achieved using the Analysis of Co-variance (ANCOVA) at the level of significance of 0.05. The result of the findings showed that there is a significant effect of Adlerian therapy on the psychosocial challenges of adolescents and that age do not affect the psychosocial challenges of secondary school adolescent. Conclusions were made and some counselling implications were highlighted.
Keywords: ANCOVA, Adlerian therapy, Adolescents, Secondary School, psychosocial challenges
Theoretical Knowledge on Group Counselling and Dynamics: The Surest Way of Helping Adolescents in Ghanaian Senior High Schools (Published)
Establishing effective group counselling programs in Senior High Schools (SHS) require comprehensive knowledge of theories in group counselling to be able to better understand the behaviour of adolescents and help them to deal with their problems. The dynamics of groups are essential to achieving success at conducting group counselling sessions in educational settings such as the Senior High School. Engaging teenagers who are facing challenges in their lives for group sessions also require sufficient relevant knowledge necessary for understanding, interpreting and predicting behaviours by professional Senior High School counsellors as they work together to achieve common goals with these students. The thrust of this paper was to qualitatively study the subject of the essential theoretical knowledge in group counselling and group dynamics in helping adolescents deal with a plethora of problems that they face in Senior High Schools of the Ghanaian educational system. For this reason, four counsellors from two (2) Senior High Schools in Efutu Municipality were purposively sampled and interviewed to find out whether indeed having theoretical knowledge in group counselling and group dynamics is the surest way for counsellors to help adolescents deal with a plethora of problems they face using a semi-structured interview guide. The findings revealed that indeed counsellors’ success at organising group sessions for adolescents in SHS was based on their theoretical knowledge of group counselling and group dynamics.
Keywords: Adolescents, Senior High School, group counselling
Family Attachment Patterns and School Adjustment of Secondary School Adolescents in Rivers State (Published)
The study examined the relationship between family attachment patterns and school adjustment of secondary school adolescents in Rivers State. The study adopted correlational design targeted at establishing the relationship between family attachment patterns and school adjustment. A total of 1,000 adolescent students were drawn through multi-stage sampling technique. They responded to two questionnaires titled; Attachment Style Classification Questionnaire (ASCQ) and School Adjustment Scale (SAS) on a four point scale. These instruments were validated and had reliability coefficient values of 0.733 for ASCQ and 0.728 for SAS respectively. Four research questions and four hypotheses guided the study. Relevant data gathered were analyzed with Pearson Product Moment Correlation statistic and multiple regression analysis as statistical tools. The results of the study showed that there is a positive relationship between family attachment patterns and school adjustment which are all statistically significant at 0.05 level of significance. Also, family attachment patterns-secure, anxious/ambivalent and avoidance collectively predict school adjustment of secondary school adolescents. The predictive relationship with an F-ratio of 204.638 was statistically significant at 0.05 level of significance. In addition, the three family attachment patterns, jointly explains 38.5% of the variance in school adjustment of secondary school adolescents. Based on the findings, it was recommended among others that families should be encouraged by stakeholders such as teachers, counsellors, school authorities etc to support their children and wards with school adjustment challenges in view of the fact that family attachment patterns relate with adolescents school adjustment.
Keywords: Adolescents, Family Attachment Patterns, Rivers State, school adjustment
Relationship between Family Conflict, Values and School Adjustment of Secondary School Adolescents in Rivers State (Published)
The study investigated the relationship between family conflict, values and school adjustment of secondary school adolescents in Rivers State. The study adopted correlational design targeted at establishing the relationship between family conflicts, values and school adjustment. A total of 1,000 adolescent students were drawn through multi-stage sampling technique. They responded to two questionnaires titled; Family Conflict and Values Scale (FCVS), and School Adjustment Scale (SAS) on a four point scale. These instruments were validated and had reliability coefficient values of 0.731 for FCVS and 0.728 for SAS respectively. Two research questions and two hypotheses guided the study. Relevant data gathered were analyzed with Pearson Product Moment Correlation statistic as statistical tool. The results of the study showed that there is a positive relationship between family conflict, values and school adjustment which are all statistically significant at 0.05 level of significance. Based on the findings, it was recommended among others that families should be encouraged by stakeholders such as teachers, counsellors, school authorities etc to support their children and wards with school adjustment challenges in view of the fact that these family variables (conflict and values) significantly relate with adolescents school adjustment.
Keywords: Adolescents, Family Conflict, Rivers State, Values, school adjustment
INFLUENCE OF BROKEN HOMES ON ACADEMIC PERFORMANCE AND PERSONALITY DEVELOPMENT OF THE ADOLESCENTS IN LAGOS STATE METROPOLIS (Published)
This study investigated the influence of broken homes on academic performance and personality development of the adolescents in lagos state metropolis with particular focus on the Kosofe Local Government Area of Lagos State. In carrying out the study, three null hypotheses were tested. The sample for the study consisted of two hundred (200) adolescents randomly selected from four public senior secondary schools in Kosofe Local Government Area of Lagos State. The instrument used for data collection was a self – developed questionnaire. The data collected were analyzed using both independent t-test and Pearson Product Moment Correlation statistical methods. The results were held significant at 0.05 alpha level. The results revealed that:
i. There is a significant difference between single- parenting and academic performance of the adolescents.
ii. There is a significant difference between parental socio- economic status and academic performance.
iii. There is significant relationship between adolescents from broken homes and academic performance.
Keywords: : Academic Performance, Adolescents, Broken Homes, Personality Development
Influence of Broken Homes on Academic Performance and Personality Development of the Adolescents in Lagos State Metropolis (Review Completed - Accepted)
This study investigated the influence of broken homes on academic performance and personality development of the adolescents in lagos state metropolis with particular focus on the Kosofe Local Government Area of Lagos State. In carrying out the study, three null hypotheses were tested. The sample for the study consisted of two hundred (200) adolescents randomly selected from four public senior secondary schools in Kosofe Local Government Area of Lagos State. The instrument used for data collection was a self – developed questionnaire. The data collected were analyzed using both independent t-test and Pearson Product Moment Correlation statistical methods. The results were held significant at 0.05 alpha level. The results revealed that:
I There is a significant difference between single- parenting and academic performance of the adolescents.
Ii There is a significant difference between parental socio- economic status and academic performance.
Iii There is significant relationship between adolescents from broken homes and academic performance.
Keywords: : Academic Performance, Adolescents, Broken Homes, Personality Development