Effect of Parental Role On The Social Ad

EFFECT OF PARENTAL ROLE ON THE SOCIAL ADJUSTMENT OF STUDENTS IN SELECTED JUNIOR
SECONDARY SCHOOL IN IBADAN NORTH LOCAL GOVERNMENT
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Human Being is endowed with numerous abilities, mental, intellectual, and social temperamental
adjustment, motivational and attitudinal. But still some person is found deficient in some of these abilities.
Sociological, biological and various environmental factors are responsible for the deficiency of the children. These
children suffer even from prenatal stage as a result of which they are born with several disabilities in mental,
physical aspects and most especially in student’s social adjustment. Though these deficiencies are not expected in
the society, but it is the reality that these deficiencies exist in some students and they cannot be thrown out of the
society. The parents and society has the responsibility to take care of the specific deficiencies from which the
children suffer, and should render maximum effort to consider them sympathetically and provide them the service so
that they can utilize their capacity maximally and be a part of the mainstream society.
Parents play a vital role in social adjustment of their child. It is clear that parents not only influence the
social adjustment of students, but they also influence the development of maturity and drive in them. The
development of maturity and drive in students is most prevalent in academic achievement. Aunola, Nurmi,
Lerkkanen, and Raku-Puttonen (2003) found in a recent study that a parent’s belief in his or her child’s academic
success influenced the child’s success and drive to excel. Therefore, if the parent believed the child was going to be
successful academically, he or she often became more focused on success and, as a result, achieved higher success.
Parents who played an active part in their child’s life and advocated certain success in academics positively
influenced the development of social adjustment success in their children.
Parental role on education of students includes the development of emotional and behavioural or self -
regulation. Emotional regulation, or the ability to control emotions and emotional responses, stems from the level of
response and involvement of parents in a child’s life. For example, parents act as a resource for their child in social
referencing. When a child is placed in a fear-inducing situation, if a parent is present, the child will look toward the
parent and examine facial expressions. If the parent does not show emotional distress, then the child will display
less distress and more engagement in the situation (Bornstein, 2002).
As a result of the emotional regulation and social referencing, a student’s experiences a level of emotional
stability (Hay & Ashman, 2003). Like emotional rehabilitation, behavioural rehabilitation comes about as a result of
parental involvement and response to various aspects of a child’s life. For example, parents who accept their
children, grant them more autonomy, and implement higher levels of behavioural control in terms of rules and
guidelines will have children who display higher levels of behavioural self-regulation, maturity, identity and work
orientation (Bornstein, 2002).
Parents who actively participate in their child’s development in a responsive manner will positively
influence the social adjustment of their child. Early intervention of parent is very important for all students. The very
early years of a child are fundamental, to a large degree and they establish how the child is going to cope with and
manage his environment. Kazaure (2014) affirms that early intervention impacts helpfully on the overall well- being
of the child and his family. This implies that early assessment of the child will enable the professionals feel concern
about the health and education of the child, to detect any possible disability and be able to quickly find solution to
the child’s problems. In other words, early intervention ensures that students who have difficulties in social
adjustment receive the help they need as soon as possible, and that parents will have access to suitable childcare.
Social adjustment as an important indication of psychology health is a topic attracting the attention of many
psychologists. Social growth is the most important aspect of one’s development and it is acquired through the
relationship with others especially with the parents, peers and the teachers, and it is the assessing criterion of social
growth related to the person’s adjustment with him/herself and others (Hartup & Rubin, 2013). On the other hand,
living in a human society has stemmed from a set of values and expectations paradigm, and to meet one’s
expectations and value framework a person needs a sufficient amount of adjustment. Without adjustment, the person
is not able to meet many of his/her basic needs. If one is incompatible with the society properly, he will feel isolated.
Dhingra and Colleagues (2005) assert that adjustment is a continuous process through which one changes
to be in proper adjustment with his environment, others, and himself. The basic objective to adjustment is to set a
balance between one’s wishes and social expectations that affects all aspects of one’s life. As a result, the person can
respond properly to all environmental stimuli to acquire his favorable stimuli and reinforcement. Although
adjustment contains many aspects like social, emotional, physical and educational dimensions; the best aspect is
social adjustment which is the prerequisite to the other aspects of adjustment (Mazaheri, Baghiyan, & Fatehizadeh,
2006). Emotional and social adjustment resulting from positive self-concept can provide the person with some kind
of ability to face the difficulties, and a higher self- esteem strengthens one’s ability to efficiently tackle with the
psychological pressures (Wilbum & Smith, 2005).
Many students and most especially students in junior secondary school in general usually lack the social
and psychological skills necessary for peer interaction. One major factor that has been identified in student’s social
interactions is a repeated misunderstanding of how students need to communicate with the people around them.
Frequently students mistake a request for information to be repeated as ineptitude or lack of interest as to what they
were saying. The frequent need for physical contact as a way to attract attention, or facing their peer when speaking
can also go against social boundaries that students have learned, which increases the chance of peer dismissal
(Martin & Bat-Chava, 2003). Thus, this study therefore stems to examine the effect of parental role on the social
adjustment of students in selected junior secondary school in Ibadan north local government.
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY.
1.4 SIGNIFICANCE OF THE STUDY
1.5 RESEARCH QUESTIONS
1.6 SCOPE OF THE STUDY
1.7 DEFINITIONS OF TERMS
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
In this chapter, related literature was reviewed and presented under the following sub-heading:
 Literature general concepts
 Adjustment
 Concepts involved in adjustment
 Social adjustment
 Social life
 Academic adjustment
 Academic achievement
 Differences between parents on levels of involvement in student’s adjustment
 Impact of parental involvement on adjustment of students

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EFFECT OF PARENTAL ROLE ON THE SOCIAL ADJUSTMENT OF STUDENTS IN SELECTED JUNIOR

SECONDARY SCHOOL IN IBADAN NORTH LOCAL GOVERNMENT

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 SCOPE OF THE STUDY

1.7 DEFINITIONS OF TERMS

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