ANALYSIS OF PARENT-CHILD RELATIONSHIP AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF IN-SCHOOL ADOLESCENTS’ PSYCHOSOCIAL ADJUSTMENT IN ANAMBRA STATE
Abstract:
This study aimed to investigate the influence of parent-child relationship quality and emotional intelligence on the psychosocial adjustment of in-school adolescents in Anambra State. Psychosocial adjustment encompasses various aspects, including emotional well-being, social competence, and academic performance. Understanding the factors that contribute to adolescents’ psychosocial adjustment is crucial for promoting their overall development and well-being.
The research employed a quantitative approach, utilizing self-report questionnaires to collect data from a sample of in-school adolescents in Anambra State. The Parent-Child Relationship Scale (PCRS) was used to assess the quality of parent-child relationships, while the Emotional Intelligence Scale for Adolescents (EISA) measured emotional intelligence. Psychosocial adjustment was evaluated using a composite measure encompassing emotional well-being, social competence, and academic performance.
The findings revealed that both parent-child relationship quality and emotional intelligence significantly predicted in-school adolescents’ psychosocial adjustment. A positive and supportive parent-child relationship was associated with better psychosocial adjustment outcomes, including higher levels of emotional well-being, enhanced social competence, and improved academic performance. Similarly, higher levels of emotional intelligence were linked to improved psychosocial adjustment across various domains.
These results highlight the importance of nurturing positive parent-child relationships and promoting emotional intelligence among adolescents to enhance their psychosocial adjustment. The implications of these findings underscore the significance of parental involvement and emotional intelligence training programs in schools to support adolescents’ overall development and well-being.
The study contributes to the existing literature by providing empirical evidence on the role of parent-child relationships and emotional intelligence in predicting in-school adolescents’ psychosocial adjustment. The findings offer valuable insights for educators, parents, and policymakers in Anambra State and beyond, emphasizing the need for interventions that foster positive parent-child relationships and enhance emotional intelligence to promote better psychosocial outcomes among adolescents.
Keywords: Parent-child relationship, emotional intelligence, psychosocial adjustment, in-school adolescents, Anambra State.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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