Impact of Family Support on Emotional Well-being and Resilience of High School Students in Akoko Metropolis, Ondo State
Chapter One
Objective of the study
The objective of this study is to investigate the influence of family support on the emotional well-being and resilience of secondary school students. Specifically, the study aims to:
- Examine the nature and scope of family support provided to secondary school students.
- Assess the impact of perceived family support on the emotional well-being of secondary school students.
- Explore the role of family support in the development of resilience among secondary school students
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Individual resilience
Individual resilience combines personal qualities, activities, and mindsets that contribute to one’s overall physical, emotional, and social wellbeing (Bohman et al., 2017). The capacity to avert exhaustion and adeptly manage challenging circumstances or intense pressure is encompassed within it (Mackay, 2003). Individual resilience is a complex and multifaceted idea that differs based on geographical location, context, and specific adversity types. Research undertaken during the COVID-19 pandemic in Israel, the Philippines, and Brazil discovered that variations in individual resilience between nations can be primarily attributed to psychological and ecological variables (Ballada et al., 2022). Furthermore, a study conducted to determine crucial factors contributing to an individual’s ability to cope with the challenges posed by the COVID-19 pandemic revealed a substantial positive correlation between age, education level, and individual resilience (Ferreira et al., 2020). Conversano et al. (2020) presented a paper that discussed the factors contributing to psychological distress among healthcare professionals during the COVID-19 pandemic. The study identified adequate social support, self-efficacy, internal locus of control, and coherence as individual resilience factors. In education, individual resilience is characterized as a quality that enables children and adolescents to achieve academic success despite encountering obstacles, adversities, and other hardships in life (such as mental health issues, academic stress, financial difficulties, or other unfavorable circumstances). Mental health and wellbeing are promoted by individual resilience, especially in children and adolescents (Basu et al., 2020). Individual resilience exhibits the following traits: It encompasses multiple dimensions, including mental, emotional, behavioral, physiological, and social components, each of which might have unique influence and manifestation (Masten et al., 1990). Individual resilience is not a fixed trait but an evolving process affected by the dynamic interplay between individuals and their surroundings (Henshall et al., 2020). Resilience is not innate but rather a skill that people can develop through experience and instruction (Laird et al., 2019). Individual resilience is not a one-size-fits-all trait but rather one that is situationally dependent; hence, one’s resilience tactics may need to change depending on the circumstances (Ungar, 2011). Various goals may have various resilience criteria; hence, resilience is not an end but a purpose associated with adaptation and development (Masten, 2007). Furthermore, individual resilience is shaped by many personal and contextual elements, including personality traits, beliefs, attitudes, emotions, skills, resources, support systems, and opportunities. Various elements, including the family, school, and community, can foster individual resilience. Family resilience is crucial to improving individual resilience in low- and middle-income countries with limited resources (Basu et al., 2020). Furthermore, research has demonstrated that school-based treatments, namely life skills education, enhance individual resilience (Basu et al., 2020; Nilsson et al., 2023). A qualitative study demonstrated that several personal and environmental elements, such as neighborhood, family, school, and personal and peer experiences, substantially influenced children’s resilience (Abbott, 2014).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine influence of family support on emotional well-being and resilience of secondary school students. Selected secondary school in Akoko metropolis of Ondo State form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Influence of family support on emotional well-being and resilience of secondary school students in Akoko metropolis of Ondo State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Influence of family support on emotional well-being and resilience of secondary school students in Akoko metropolis of Ondo State
Summary
This study was on Influence of family support on emotional well-being and resilience of secondary school students in Akoko metropolis of Ondo State. Three objectives were raised which included: Examine the nature and scope of family support provided to secondary school students, assess the impact of perceived family support on the emotional well-being of secondary school students and explore the role of family support in the development of resilience among secondary school students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Akoko metropolis of Ondo State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study has shed light on the significant influence of family support on the emotional well-being and resilience of secondary school students in Akoko metropolis of Ondo State. Through an exploration of emotional, instrumental, and informational dimensions of family support, as well as its impact on adolescents’ psychological development, several key findings have emerged.
Firstly, the study has revealed that adolescents who perceive high levels of family support experience greater emotional well-being, including lower levels of depression, anxiety, and stress. Emotional support, characterized by expressions of love, care, and empathy, plays a crucial role in fostering a sense of security and self-worth among secondary school students.
Secondly, instrumental support provided by families, such as financial assistance and practical help, equips adolescents with the resources and capabilities to navigate academic and social challenges effectively. This form of support contributes to adolescents’ emotional resilience and adaptive coping strategies in the face of adversity.
Furthermore, informational support, involving the provision of advice, guidance, and knowledge, empowers secondary school students to make informed decisions and cope with stressors in a constructive manner. Open communication and information-sharing within the family environment are essential components of adolescents’ resilience-building processes.
Recommendation
Based on the findings of this study on the influence of family support on the emotional well-being and resilience of secondary school students in Akoko metropolis of Ondo State, the following recommendations are suggested:
- Implement programs and interventions aimed at enhancing family support within the community. These programs can include workshops, support groups, and educational sessions for parents and caregivers to strengthen their parenting skills, communication strategies, and ability to provide emotional, instrumental, and informational support to their adolescent children.
- Establish school-based support services that provide resources and assistance to students and families in need. School counselors, social workers, and psychologists can offer individual and group counseling sessions, referrals to community resources, and workshops on topics such as stress management, conflict resolution, and family communication.
- Develop educational programs for parents and caregivers focused on promoting positive parenting practices and understanding adolescent development. These programs can provide information on effective communication strategies, setting boundaries, fostering resilience, and supporting adolescents’ emotional well-being.
References
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