Influence of Family Support on Emotional Well-being and Resilience of Secondary School Students in Akoko Metropolis of Ondo State
Abstract
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).
Chapter one
Introduction
Background of the study
Family support plays a crucial role in shaping the emotional well-being and resilience of secondary school students. Research suggests that the family environment significantly impacts adolescents’ psychological development and their ability to cope with challenges. This study aims to explore the various dimensions of family support and its effects on the emotional well-being and resilience of secondary school students.
Family support encompasses emotional, instrumental, and informational assistance provided by family members to their adolescent children (Thoits, 2011). Emotional support involves expressions of love, care, and empathy, which contribute to adolescents’ sense of security and self-worth (Kerr & Bowen, 2020). Studies have shown that adolescents who perceive high levels of emotional support from their families exhibit lower levels of depression, anxiety, and stress (Turner et al., 2020).
Instrumental support refers to tangible aid such as financial assistance, practical help, and guidance in problem-solving (Thoits, 2011). Adolescents who receive instrumental support from their families are better equipped to navigate academic and social challenges, leading to improved emotional well-being (Ackerman et al., 2019).
Informational support involves providing advice, guidance, and knowledge to adolescents, which helps them make informed decisions and cope effectively with stressors (Barrera, 1986). Parents who communicate openly and provide relevant information contribute to their children’s emotional resilience and adaptive coping strategies (Conger & Conger, 2002).
Resilience refers to the ability to bounce back from adversity and maintain psychological well-being despite facing challenges (Masten & Barnes, 2018). Family support acts as a protective factor that enhances adolescents’ resilience by fostering a supportive and nurturing environment (Fergus & Zimmerman, 2005). Adolescents who perceive their families as supportive are more likely to develop adaptive coping skills, problem-solving abilities, and a positive outlook on life (Prime et al., 2021).
Furthermore, strong family relationships provide a sense of belonging and connectedness, which buffers against the negative impact of stressors on adolescents’ mental health (García-Moya et al., 2020). Family cohesion, communication, and warmth are essential components of resilience-building within the family context (Walsh, 2016).
Family support plays a vital role in promoting the emotional well-being and resilience of secondary school students. Emotional, instrumental, and informational support provided by families contribute to adolescents’ psychological development and their ability to cope with challenges. Building strong family relationships and fostering a supportive environment are essential for nurturing adolescents’ resilience and promoting their overall mental health.
Statement of the problem
The emotional well-being and resilience of secondary school students are significant indicators of their overall mental health and ability to navigate challenges effectively. While research has highlighted the importance of family support in shaping adolescents’ psychological development, there remains a need for a comprehensive understanding of the specific mechanisms through which family support influences the emotional well-being and resilience of secondary school students.
Key issues to be addressed include:
- What forms of support do families provide to their adolescent children? How do emotional, instrumental, and informational dimensions of family support manifest within the family environment?
- What is the relationship between perceived family support and the emotional well-being of secondary school students? How does family support influence levels of depression, anxiety, and stress among adolescents?
- How does family support contribute to the development of resilience in secondary school students? What specific family dynamics and interactions foster resilience in the face of adversity?
- What factors moderate the influence of family support on the emotional well-being and resilience of secondary school students? How do cultural, socioeconomic, and familial factors shape the effectiveness of family support interventions?
- Based on the findings, what implications emerge for designing interventions and support services aimed at enhancing family support for secondary school students? How can schools, communities, and policymakers promote positive family dynamics to bolster adolescents’ mental health outcomes?
Addressing these research questions will contribute to a deeper understanding of the intricate interplay between family support, emotional well-being, and resilience among secondary school students. Furthermore, insights gained from this study have the potential to inform evidence-based interventions and policies aimed at fostering supportive family environments and promoting the mental health of adolescents within the educational context.
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
Research Hypotheses
H1: there is no nature and scope of family support provided to secondary school students.
H2: there is no impact of perceived family support on the emotional well-being of secondary school students
Significance of the study
This study holds significant importance for various stakeholders, including educators, policymakers, mental health professionals, families, and adolescents themselves. The following points highlight the significance of the study:
Understanding the influence of family support on the emotional well-being and resilience of secondary school students can inform educational practices and interventions aimed at promoting positive mental health outcomes within school settings. Educators can utilize insights from the study to develop strategies for supporting students who may be experiencing emotional distress or resilience challenges.
Findings from the study can guide the development of family-centered interventions aimed at enhancing supportive family environments and strengthening parent-child relationships. Mental health professionals can incorporate evidence-based practices into their work with families, fostering communication, emotional expression, and problem-solving skills within the family unit.
Policymakers can use the study’s findings to advocate for policies that promote family support and mental health resources in schools and communities. By recognizing the importance of family dynamics in adolescent well-being, policymakers can allocate resources and implement programs that support families in nurturing the mental health and resilience of their children.
Adolescents themselves can benefit from the study’s findings by gaining insight into the importance of familial relationships and support networks for their emotional well-being and resilience. Understanding how family support influences their mental health can empower adolescents to seek help when needed and actively engage in building positive family relationships.
By examining variability and contextual factors that moderate the relationship between family support and adolescent outcomes, the study can contribute to efforts to address mental health disparities among different demographic groups. Recognizing and addressing factors such as socioeconomic status, cultural background, and family structure can help tailor interventions to meet the specific needs of diverse populations.
Scope of the study
The scope of the study of covers Influence of family support on emotional well-being and resilience of secondary school students. The study will be limited to Akoko metropolis of Ondo State
Limitation of the study
Despite its significance, this study is subject to several limitations that warrant acknowledgment:
- Cross-sectional Design: The study’s cross-sectional design limits the ability to establish causal relationships between family support, emotional well-being, and resilience among secondary school students. Longitudinal research designs would provide more robust evidence of the directionality and temporal sequencing of these relationships over time.
- Self-report Measures: Data collection relying on self-report measures introduces the possibility of response bias and social desirability bias, as participants may provide answers they perceive as socially acceptable rather than reflecting their true experiences. Incorporating multiple sources of data, such as parent or teacher reports, could enhance the validity of the findings.
- Sampling Bias: The study’s sample may not fully represent the diversity of secondary school students, as it may be limited to specific geographic regions, socioeconomic backgrounds, or cultural groups. Generalizing the findings to broader populations should be done cautiously, considering potential sampling bias.
Definition of terms
- Influence: Influence refers to the impact or effect that one factor or variable has on another. In the context of the study, “influence” pertains to the role that family support plays in shaping the emotional well-being and resilience of secondary school students. It involves understanding how various forms of support provided by families contribute to adolescents’ psychological development and ability to cope with challenges.
- Family Support: Family support encompasses emotional, instrumental, and informational assistance provided by family members to their adolescent children. Emotional support involves expressions of love, care, and empathy, while instrumental support includes tangible aid such as financial assistance and practical help. Informational support refers to providing advice, guidance, and knowledge to help adolescents make informed decisions and cope effectively with stressors.
- Emotional Well-being: Emotional well-being refers to an individual’s overall state of mental health and emotional functioning. It encompasses feelings of happiness, contentment, and satisfaction, as well as the ability to cope with stress, regulate emotions, and maintain positive relationships. In the context of the study, “emotional well-being” specifically relates to the psychological state of secondary school students and how it is influenced by the support they receive from their families.
- Resilience: Resilience refers to the capacity of individuals to adapt and bounce back from adversity, trauma, or significant sources of stress. It involves the ability to withstand challenges, maintain a sense of well-being, and continue functioning effectively despite facing difficulties. Resilience is characterized by psychological, emotional, and behavioral responses that enable individuals to navigate adversity and thrive in its aftermath.
- Secondary School Students: Secondary school students refer to adolescents typically aged between 13 and 18 years who are enrolled in educational institutions providing secondary education. This stage of schooling often includes middle school and high school, where students undergo significant cognitive, social, and emotional development. In the context of the study, “secondary school students” specifically pertain to this demographic group and their experiences within the family environment.
References
- Prime, H., Wade, M., & Browne, D. T. (2021). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 76(3), 371–387.
- Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of Health and Social Behavior, 52(2), 145–161.
- Turner, H. A., Shattuck, A., Finkelhor, D., & Hamby, S. (2020). Polyvictimization and youth mental health: Results from the National Survey of Adolescents-Replication. Journal of Emotional and Behavioral Disorders, 28(3), 176–188.
- Walsh, F. (2016). Strengthening Family Resilience (3rd ed.). Guilford Press.
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