AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B.

Inyang, pp160-169

Social Variables and Maladaptive Behaviours among Secondary School Students in

Akwa Ibom State, Nigeria

Asukwo Sunday Nseabasi

Department of Educational Foundations,
Akwa Ibom State College of Education, Afaha Nsit, Nigeria
[email protected]
&
Samuel Francis James
Department of Educational Foundations,
Akwa Ibom State College of Education, Afaha Nsit, Nigeria
[email protected]
&
Anietie Bello Inyang
Department of Business Education,
Akwa Ibom State College of Education, Afaha Nsit, Nigeria
anietiennggmail.com

Abstract
The study examined Social variables and Maladaptive behaviour of public senior secondary
school students in Akwa Ibom State, Nigeria Three research questions were formulated and
three hypotheses were stated in their null form and tested with appropriate statistics at a .05
level of significance. The descriptive survey design was adopted for the study. The population of
the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary
schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of
students from nineteen (9) public secondary schools. The researcher made use of a
questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was
validated by experts in the sociology of Education and Measurement and Evaluation from the
Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo.
Cronbach Apha analysis for internal consistency reliability of the instrument yielded a
coefficient of .96. Research questions were answered using mean and standard deviation while
the hypotheses were tested using independent t-test and ANOVA. The study revealed that social
variables differ in terms of the maladaptive behaviour of secondary school students in Akwa
Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant
differences in students’ maladaptive behaviour based on family discipline, family emotional
climate and parent-child relationship. It was, therefore, concluded that social variables differ
significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The
researcher made some useful recommendations which include: parents should also take the
discipline of their children seriously; parents should show a good example for their children to
emulate and parents should also develop a healthy relationship with their children to help them
develop good moral behaviour among other recommendations.
Keywords: Social Variables, Maladaptive, Behaviour, Students

160
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

Introduction
Education is very crucial in the development and inculcation of right values and standards of
behaviour. Through education, children are nurtured to become responsible and respectful
citizens, and enabled young ones to develop knowledge, and skills, adopt new behaviour and can
survive societal challenges. The bedrock of a child’s education starts in the family. Parents are
obliged to teach their children certain beliefs and values morally accepted by society. This is
because the family is the primary institution that socializes the young and provides surveillance
over their behaviour (Okorodudu, 2010). Moral values and standards of behaviour inculcated
into the minds of children can shape children, responses to certain actions. Agbakwuru (2012)
noted that as a social setting, the values structure and dynamics of the family significantly affect
its member’s behaviour, attitudes, interest and general well-being. The family has the duty of
protecting, providing, caring and socializing the child with expected roles in society. The family
provides the child with practical behavioural patterns. This means that the child learns some
form of behavioural pattern from what he sees members of the family do (Onwuhanze, 2019).
As observed by Baker, Sigmon and Nugent (2001), the family sets the moral tone of
subsequent actions or behaviour, displayed by young ones in their daily life. In the process of
communicating or interaction, parents inculcate good values and behaviour, explaining the
reasons for adhering to moral rules and the consequences of moral violations. If parents fail in
their role of facilitating the moral development of young ones, such children according to
Oladele (2005) are likely to become deviants; ignoring established rules, regulations and moral
standards of the school and the larger society.
Deviant acts among students have polluted the Nigeria school system and made it
difficult for the goals and objectives of education to be achieved. According to Akpan (2018),
the maladaptive behaviour of students covers cheating, extortion, bullying of fellow students,
truancy, drug abuse, rape, maiming, cultism, disobedient, arrogance, jealousy, unhealthy
competition, violent assault to fellow students, teachers and school administrators among others.
Such acts to a great extent are found to be fashionable and appreciated as a modern style of life
among secondary school students. As observed by Denga (2002), most of the deviant behaviour
displayed by students in schools could be attributed to family factors, as parents' values and
behaviours observed by children may influence their behaviour positively or negatively. Social
variables may make students become deviants in school. Such social variables are family
discipline, family emotional climate and parent-child relationship.
One of the social variables which could influence the maladaptive behaviour of students
is family discipline. Discipline is a willing submission to rules and regulations (Ibia, 2011).
Everyone including the children needs law and order to behave well and be accepted by society.
The first place where children are expected to receive discipline is the family or the home.
Children who come from homes where parental discipline is effectively enforced are likely to
obey and comply with the rules and regulations of other superior authorities visa-vis that of the
school. Henderson (2014) avers that children who learn to accept parental authority will also
tend to accept teachers' authority in the school. Thus, if children who display bad behaviour at
home are disciplined, such children may not carry-over such behaviour to school. Failure to
discipline erring children at home may lead them to show maladaptive behaviour such as
disobedience to school rules, fighting, vandalism of school properties, excessive aggression,
truancy, cheating and violent crimes (Moghaddam, 2008).
161
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

Family emotional climate may also encourage maladaptive behaviour among students.
The emotional climate of the family involves the psycho-social situation in the family that makes
the home conducive or not conducive to a child to gain moral development (Morriah, 2012). A
positive relationship between the father and the mother is very significant in helping students
know how to behave toward others outside the family. According to Lamb (2002), fathers who
treat the mothers of the children with respect in words and actions and who avoid conflict while
relating with other adult members of society, are more likely to have children who understand
how they are to treat others in school. They are less likely to develop violent or unhealthy
relationships. On the other hand, if the home environment is not peaceful, conducive and
accommodative, where husbands often display aggressive behaviour towards their wives and
children are likely to raise children who are prone to exhibit maladaptive behaviour such as
fighting, pushing, shoving, shaking, punching, kicking, slapping and throwing abusive words on
people without considering the age difference. (Garble and Belsky, 2004).
Parent-child relationships may also influence students’ maladaptive behaviour. Right
from birth, parents are expected to mould and shape children with the behaviour suitable to the
norm of society through interaction with them. The closeness between the parents and the
children has a greater impact on a child’s behaviour. The mother provides lots of social and
emotional support to the child while the father provides more physical support. Agbaje (2010)
and Ibia (2016) have noted that deviant children are more likely in homes where fathers are
always absent and where the feelings, needs and interests of children are not assured. A child
needs love, care, closeness and experiences from the parents to develop good behaviour and live
a responsible life. A well-balanced child grows up in the home of psychologically and socially
well-balanced parents. Moreover, parents are supposed to be a model to their children. If parents
act negatively, the children are more likely to follow their parents’ negative attitude
(Olorunfemi-Olabisi, 2014). Also, the child is more likely to generalize this attitude to the rest of
society. This shows that parents have a greater impact on their children’s behaviour, positively or
negatively.
Thus, given the above background, the present study seeks to examine the influence of
social variables and maladaptive behaviour among senior secondary school students in Akwa
Ibom State, Nigeria.

Objectives of the Study

The major objective of this study was to determine the differences in social variables based on
maladaptive behaviour among senior secondary school students in Akwa Ibom State, Nigeria.
Specifically, the study seeks to determine:
1. The differences in family discipline on maladaptive behaviour among secondary school
students in Akwa Ibom State.
2. The differences in family emotional climate on maladaptive behaviour among secondary
school students in Akwa Ibom State.
3. The differences in parent-child relationship on maladaptive behaviour among secondary
school students in Akwa Ibom State.

Research Questions
The following research questions were raised to guide the study:

162
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

1. In what ways does family discipline differ from maladaptive behaviour among secondary
school students in Akwa Ibom State?
2. In what way does family emotional climate differ on maladaptive behaviour among
secondary school students in Akwa Ibom State?
3. In what ways does the parent-child relationship differ in maladaptive behaviour among
secondary school students in Akwa Ibom State?
Research Hypotheses
The following research hypotheses were formulated in their null form to guide the study:
1. There is no significant different in family discipline on maladaptive behaviour among
secondary school students in Akwa Ibom State.
2. There is no significant different in family emotional climate on maladaptive behaviour
among secondary school students in Akwa Ibom State.
3. There is no significant different in parent-child maladaptive behaviour among secondary
school students in Akwa Ibom State.

Method and Materials

The research design adopted for this study was the descriptive survey design. The area of the
study was Akwa Ibom State, which is one of the 36 states in Nigeria. The state is located in the
south-south geo-political zone of the federal republic of Nigeria. The population for the study
comprised all the 54,216 senior secondary two (SS2) students in the 235 public secondary
schools in Akwa Ibom State. The State is sub-divided into three Senatorial Districts, Akwa Ibom
North East Senatorial District had 85 public secondary schools with 19,519 SS2 students, Akwa
Ibom North West Senatorial District had 87 public secondary schools with 20,191 SS2 students
while Akwa Ibom South Senatorial District had 63 public secondary schools with 14,506 SS2
students. (Secondary Education Board, Uyo, 2019).
Sample and Sampling Technique
A sample size of 120 Senior Secondary 2 (SS2) students was selected for the study, using a
multi-stage sampling technique. On this basis, a sample size of 120 (2%) was used. The first
stage involves random selection of three Local Government Areas in each Senatorial District.
This will bring the number of Local Government Areas to Nine. The second stage involves the
use of a purposive random sampling technique in selecting 3 public secondary schools in each of
the three Senatorial Districts, which shall give 9 sampled schools. The last stage involves the use
of a simple random sampling technique (hand and draw method) in selecting 10% of SS2
students each from the 9 sampled schools.
Instrumentation
The researcher developed and validated an instrument titled “Social Variables and Students’
Maladaptive behaviour questionnaire (FVSDBTQ) which was used for data collection. The
FVSDBTQ questionnaire has 3 sections. Section A contains information on social variables such
as home local, parental educational background status, family type and family size and home
location of the respondents with 4 items. Section B contains 20 items on other social variables
while section C contains 30 items measuring the maladaptive behaviour of students, and these
shall give a total of 54 items.

163
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

Validity of the Instrument

The instrument was given to three experts to assess its face and content validity. Two of the
experts shall be from Measurement and Evaluation.
Reliability of the Instrument
To ascertain the reliability of the instrument, the FVSDTB questionnaire, and Cronbach Alpha
reliability technique was used.

Method of Data Analysis

Descriptive statistics (mean and standard deviation) was used to answer the research questions,
while a related t-test will be used to test the research hypotheses at.05 levels of significance.

Data Analysis, Results and Discussion of Findings

The results of data analysis for the study are presented below:
Research Question 1: What is the difference in maladaptive behaviour based on family
discipline among secondary school students in Akwa Ibom State?
To answer this research question, students whose family discipline scores were between 1-14
were considered low, while students whose family discipline scores were 15 and above were
considered as high. The two sets of scores were compared using the mean and the result is
presented in Table 4.3.

Table 1: Mean of Students’ Maladaptive behaviour Based on Family Discipline

Family Discipline N Mean
High 782 41.70
Low 410 49.79
The result in Table 4.3 indicates the mean of students’ deviant behaviour tendency based on their
family discipline. From the table, the mean deviant behavior tendency of students from families
with high disciple was 41.70, while that of students from families with low discipline was 49.79.
The mean difference between the two groups is 8.09 in favour of students from families with low
discipline. This is an indication that students differ in deviant behaviour tendencies based on
family discipline.

Research Question 2: What is the difference in maladaptive behaviour based on family

emotional climate among secondary school students in Akwa Ibom State?
To answer this research question, students whose family emotional climate scores were between
1-14 were considered low, while students whose family emotional climate scores were 15 and
above were considered as high. The two sets of scores were compared using the mean and the
result is presented in Table 4.4.

Table 2:Mean of Students’ Maladaptive behaviour Based on Family Discipline

Family Emotional Climate N Mean
High 1067 43.98
Low 125 49.08

164
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

The result in Table 4.4 indicates the mean of students’ deviant behaviour tendency based on their
family emotional climate. From the table, the mean deviant behaviour tendency of students from
families with high emotional climate was 43.98, while that of students from families with low
emotional climate was 49.08. The mean difference between the two groups is 5.10 in favour of
students from families with low emotional climate. This is an indication that students differ in
deviant behaviour tendency based on family emotional climate.
Research Question 3: What is the difference in maladaptive behaviour based on parent-child
relationships among secondary school students in Akwa Ibom State?
To answer this research question, students whose parent-child relationship scores were between
1-14 were considered low, while students whose parent-child relationship scores were 15 and
above were considered as high. The two sets of scores were compared using the mean and the
result is presented in Table 3.
Table 3: Mean of Students’ Maladaptive behaviour Based on Parent-Child Relationship
Parent-Child Relationship N Mean
High 805 43.61
Low 387 46.39
The result in Table 4.5 indicates the mean of students’ deviant behaviour tendency based on
parent-child relationships. From the table, the mean deviant behaviour tendency of students from
families with high parent-child relationships was 43.61, while that of students from families with
low parent-child relationships was 46.39. The mean difference between the two groups is 2.78 in
favour of students from families with low parent-child relationships. This is an indication that
students differ in deviant behaviour tendency based on the type of parent-child relationship.
Hypothesis 1: There is no significant difference in the maladaptive behaviour of students based
on family discipline in secondary school in Akwa Ibom State.
Table 4: Independent t-test Analysis of Students’ Maladaptive behaviour Based on Family
Discipline
Family Discipline N Mean t-cal df Sig.
High 782 49.70 19.48 1190 .000
Low 410 41.79
The result in Table 4.12 indicates that the calculated t-value of 19.48 at 1190 degrees of freedom
since the p-value of .000 is less than the .05 levels of significance. Therefore, the null hypothesis
which stated that there is no significant difference in maladaptive behaviour of students based on
family discipline in secondary school in Akwa Ibom State is rejected. Hence, there is a
significant difference in the maladaptive behaviour of students based on family discipline in
secondary schools in Akwa Ibom State.
Hypothesis 2: There is no significant difference in the maladaptive behaviour of students based
on family emotional climate in secondary school in Akwa Ibom State.

165
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

Table 5: Independent t-test Analysis of Students’ Maladaptive behaviour Based on Family

Emotional Climate
Family Emotional Climate N Mean t-cal df Sig.
High 1067 43.98 7.21 1190 .000
Low 125 49.08
The result in Table 4.13 indicates that the calculated t-value of 7.21 at 1190 degrees of freedom
since the p-value of .000 is less than the .05 levels of significance. Therefore, the null hypothesis
which stated that there is no significant difference in maladaptive behaviour of students based on
family emotional climate in secondary school in Akwa Ibom State is rejected. Hence, there is a
significant difference in the maladaptive behaviour of students based on family emotional
climate in secondary school in Akwa Ibom State.
Hypothesis 3: There is no significant difference in the maladaptive behaviour of students based
on parent-child relationships in secondary school in Akwa Ibom State.

Table 6: Independent t-test Analysis of Students’ Maladaptive behaviour Based on Parent-

Child Relationship
Parent-Child N Mean t-cal df Sig.
Relationship
High 805 46.38 5.96 1190 .000
Low 387 43.61

The result in Table 4.14 indicates that the calculated t-value of 5.96 at 1190 degrees of freedom
since the p-value of .000 is less than the .05 levels of significance. Therefore, the null hypothesis
which stated that there is no significant difference in maladaptive behaviour of students based on
parent-child relationship in secondary school in Akwa Ibom State is rejected. Hence, there is a
significant difference in the maladaptive behaviour of students based on parent-child
relationships in secondary schools in Akwa Ibom State.

Discussion of Findings
The result of testing null hypothesis 1 indicates that there is a significant difference in the
maladaptive behaviour of students based on family discipline in secondary school in Akwa Ibom
State. The result of this study is similar to that of Tumuti (2013) who researched perceived
factors influencing maladaptive behaviour among the youth in Njathaini Community, Nairobi,
Kenya. The result of the study indicates that students from highly disciplined homes were less
likely to be involved in maladaptive behaviour in schools. It is also similar to that of Jacob and
Adegboyega (2017) who conducted similar research on perceived causes and incidences of
maladaptive behaviour among senior secondary school students in Kwara State, Nigeria and
found out that students from less disciplined homes were most prone to maladaptive behaviour
than those who are from well discipline homes. The reason for this result could be that children
in which their parents discipline them from time to time might not nurse the tendency to engage
in deviant behaviour in order not to be disciplined by their parents. On the other hand, students
whose parents overlook most of their children's misconduct might consider engaging in deviant
behaviour as a normal act, since their parents do not warn them against such behaviour.

166
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

The result of testing null hypothesis 2 indicates that there is a significant difference in the
maladaptive behaviour of students based on family emotional climate in secondary school in
Akwa Ibom State. The finding of this study is similar to that of Nwachukwu (2018) who
conducted a study on juvenile infractions in selected secondary schools in Asaba, Delta State,
Nigeria and found that the emotional climate of the family has a significant influence on
students’ tendency of involvement in maladaptive behaviour. It is also similar to that of Abdul
(2016) who conducted a study on the influence of selected family context secondary school
students’ involvement in maladaptive behaviour in North East Geo-Political Zone, Nigeria and
found that a cordial relationship between couples reduces the likelihood of students becoming
deviants in schools. The reason for this result could be that students who come from families
with a stable emotional climate do feel free to communicate with their parents and the parents on
their own communicate freely with their children and are always ready to give them the needed
help to develop good morals.
On the other hand, students from a poor family emotional climate could be distant from
their parents and get attached to their peers which could lead to involving in deviant behaviour.
The reason could also be parents from an emotionally unstable family might show some element
of rejection towards their children. They might choose not to care for the children's needs. This
attitude of parents could jeopardize the normal security feelings of the child thereby inducing
feelings of helplessness and frustration which adversely and frustration which affect a child's
adjustment in life and lead to runaway behaviour into maladaptive behaviour.
The result of testing hypothesis 3 indicated that there is a significant difference in the
maladaptive behaviour of students based on parent-child relationships in secondary school in
Akwa Ibom State. The finding of this study is similar to that of Offordile (2012) who conducted
a study on the influence of parent-child communication patterns on self-esteem and academic
achievement of senior secondary school adolescents in the Enugu Educational Zone of Enugu
State and found out that parent-child relationship and communication patterns have significant
influence on students’ maladaptive behaviour. It is also in line with the study conducted by
Ngozi and Evelyn (2015) on the relationship between family type, gender, parenting style and
maladaptive behaviour among diploma students of Delta State University Abraka, Nigeria who
reported that the parent-child relationship has a significant relationship with maladaptive
behaviour among the students. The reason for this result could be that students with high parent-
child relationships are very close to their parents and their parents get to more about them. This
includes the type of friends they keep and most of their activities in the school. With this type of
relationship, the parents can easily provide help when the child wants to go astray.
On the other hand, children from a poor parent-child relationship family might be
deprived of their parents’ attention, thus, designing their path and following it through without
their parental guidance which might lead them to involvement in deviant behaviour. They might
want to experiment with everything whether good or bad based on their peer's guidance. With
such uncontrolled curiosity, they might get involved in deviant behaviour or nurse such a
tendency. The reason could also be in line with the words of Agbaje (2010) who said that
deviant children are more likely in homes where fathers are always absent and where the
feelings, needs and interests of children are not assured.
Conclusion
This study was conducted to investigate the influence of social variables on maladaptive
behaviour among senior secondary school students in Akwa Ibom State, Nigeria. Eight social
167
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

variables were considered in the study. The variables were; family discipline, family emotional
climate, and parent-child relationship. The eight variables were used to formulate eight research
questions and eight hypotheses. The result of the analysis indicated that there is a significant
influence of social variables on maladaptive behaviour among secondary school students in
Akwa Ibom State. Based on the findings of this study on social variables and maladaptive
behaviour among secondary school students in Akwa Ibom State, it was concluded that broken
families and large family sizes increase maladaptive behaviour among students. It was also
concluded that students whose parents administered less discipline and were given more time
leisure are more prone to nursing maladaptive behaviour.
Recommendations
The following recommendations were made based on the findings of this study;
1. Regardless of the parents’ educational background, they should do well to inculcate
moral values in their children to help them develop acceptable behaviours in society.
2. Parents should take the discipline of their children seriously to help them develop good
morals. Such discipline would also help the children to desist from nursing deviant
behaviour tendencies.

3. Parents should try as much as possible to develop healthy relationships with their
children. This will make it easy for them to correct their children when it is necessary to
develop sound morals. It will also help the children to easily accept the discipline,
realizing that it is done out of love.

References
Agbaje, A. (2010). Personality and social development. Abaam Publishing Co, Uyo, 74p.
Agbakwuru, C. (2012). Guidance and counselling in non-school setting. Joe Mankpa Publishers,
Owerri 23 -24p.
Akpan, R. (2018). “The influence of some social variables on students’ level of the discipline”.
Unpublish B.Ed thesis, University of Calabar, Calabar, 17p.
Baker, M., Sigmon, J. and Nugent, M. (2001). Truancy reduction: Keeping students in school.
http://www.nejrs.gov/pdffiles//ojjdp/188947.pdf. (Retrieved March, 10, 2019).
Denga. D. (2002). An Introduction to Foundation of Education.Rapid Educational Publishers,
Calabar,25-26p.
Gable, S. and Belsky, J. (2004) Co-parenting within the Family System: influences on
Children’s Development. Family Relations, 43(4): 380-386.
Henderson, A. and Berla, N. (2005). A new generation of evidence; The family is critical to
students achievement. National Committee for Citizens in Education, Washington DC, 51-
52p.
Ibia, I.. (2006). Sociological Foundations of Nigerian Education. Cats Publishers, Calabar, 32-
35p.

168
 AKSU Journal of Social Sciences (AKSUJOSS) Vol.4, No.1, (April) 2024 – A. S. Nseabasi, S. F. James &A. B. Inyang, pp160-169

Lamb, M. (2002). Infant-Father Attachments and their Impact on Child Development. In: Tamis-
LeMonda, C. S. and N. Cabrera (Eds.), Handbook of Father Involvement. John Wiley
and Sons, New York, 66-67p.
Moghaddam, F. (2008). Social Psychology. Exploring Universals across Cultures. W. H.
Freeman and Company, New York, 69p.
Morriah, A. (2012). Problems of child development. Greenwood press limited, Connecticut,
61-62p.
Obasola, K. (2013). Religious imperatures as a panacea to crime and violence among youths
in Nigeria. European Journal of Business and Social Science. 2(8): 112-122.
Okorodudu, G. (2010). Influence of parenting styles on adolescent delinquency in delta central
senatorial district. Abraka, Delta State, 88-89p.
Oladele, J. (2005). Guidance and counselling:A functional approach. Somolu, Johns-Lad
Enterprises, Lagos 21-22p.
Olorunfemi-Olabisi, F. (2014). An assessment of the impact of parent separation on social
attitudes of secondary school adolescent in Ondo State. Journal of Educations and
Social Research. 4(6): 325-330.

169