1.1 Background to the Study
Emotional adjustment can be described as the behavioural process by which human being maintains equilibrium among their various need or between their need and the obstacle of environments. Mallinckrodt (1994). A sequence of adjustment begins when a need is felt and ends when it is satisfied. Hungry individuals, for instance are stimulated by their physiological state to seek food. Therefore, they reduce the stimulating condition that impelled them to activity and there by adjust to this particular need, emotional adjustment is an important task because adjustment during emotions leads to a normal behavior where as maladjustment leads abnormal behaviour. (Baker & Sriyk, 1984b) The concept of adjustment refers to an individual‘s general adaptation to his environment and the demands of life such as the way he relates to other people that is interpersonal behaviour, handle his responsibility, deals with stress and meet his own needs and life‘s satisfaction. The society is dynamic and change is the only constant thing, so the individual‘s ability to review his attitude and behaviour is an essential ingredient of adjustment, Emotion on the other hand is described as the prime movers of behaviour. Human being is considered as a rational being, but in the grip of emotions people behave like immature. Some people may breakdown completely, others cannot take proper decision and many people even collapse in severe emotional arousal. It may also hamper the studies of students and occupations of people. In some people emotion may lead them commit crime because people lose reasoning power and their ability to control behaviour is hampered. Hence, emotional control and management is very essential for an adjusted life (Elliot, 2005). 2 Adjustment in school has been described as a very important aspect of students life. The primary purpose of education is to train students to be well adjusted in their emotional life. Human beings have the capacity to adapt to new situations, they do not only adapt to physical demands, but also adapt to emotional pressure, as such emotional pressure plays and important role in the choice students make (Elliot, 2005). However, a home can either be stable or broken. A stable home is the one in which both parents (mother and father) live together with their children while a broken home is the one in which one or both parents are not living together with the children. It is the level at which the home operates that determine the emotional adjustment of the child in school. Broken homes influence to a very large extent the adjustment of the child. Children that have suffered from neglect or lack of love (in a broken home) are known to be emotionally imbalanced to face the realities of life. When there is disunity in the family, or a conflict between a mother or father, the child is caught up in the middle and will be at disadvantage/receiving end. According to Blackby (1999), adequate research needs to be conducted in this direction to ensure smooth transition of children from early stages to adulthood. Abdulganiyu (1997), for example added that researches have shown that children differ in various ways as a result of variables of their home background such as socio-economic status, parental attitude to school and child rearing practices. These home background variables as listed above are also found to be positively related to children’s academic achievement. Similarly, Giwa (2005), has investigated the factors within the student’s home background or family that influence their performances in school; variables such as socio-economic status, family size, birth order, parental attitude, child rearing practices, parental absence or presence have been found to affect social and intellectual learning experiences of children in schools. This is so, 3 because children are born with some emotional and intellectual needs such as need for love and security, the need for new experiences, the need for praise and recognition and the need for responsibility. Many of these needs are not offered to the children from broken homes as such affect their emotional adjustment. The extent to which these needs are met during the formative years of children between birth and the age of six or seven has a significant influence on their success in school. Emotional aspects of schooling.
EFFECTS OF BROKEN HOME https://jollertexcomputer.com.ng/index.php/2018/04/26/influence-broken-home-academic-performance-adolescents/ON SECONDARY SCHOOL STUDENTS EMOTIONAL ADJUSTMENT
Statement of the Problem
In Nigerian society, children are sometimes exposed at an early age to all sorts of dangers arising from malnutrition, diseases and various temptations of surviving due to the absence of one or both of their parents. Student’s life in broken homes is observed by research to be associated with emotional stress that can impair intellectual development, thereby giving way for such children to grow up without being trained properly. However, the absence of one or both parents deprives young children of the stable love, care, security and total support they have been accustomed to. They also tend to make children different in the eyes of their peer group. If children are asked where the missing 4 parent is or why they have a new parent to replace the missing parents, they become embarrassed and ashamed. They may also feel guilty and may think they are unwanted by the society. Such stressful situations can lead to emotional and intellectual imbalance in growing children. Hence, it becomes necessary to investigate the relationship between broken homes and emotional adjustment with a view to minimizing them for emotional wellbeing of children in our society.
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