| dc.description.abstract | The focus of this study was problem behaviour in adolescence. Specifically,
the study sought to understand the psychosocial determinants of problem
behaviour in secondary school adolescents in Kenya. The study investigated
adolescent behaviour that is considered problematic in that it could be a
source of conflict between adolescents, and their parents, teachers, peers, or
even the government. The study was motivated by the growing concern
among parents and teachers in Kenya, which indicates that adolescent
behaviour is becoming increasingly problematic. For example, some
students have been charged in court with planning to set their school on fire
or setting it on fire, destroying property and causing the death of their
colleagues. Discipline problems appear to be getting worse and yet guidance
and counselling is getting more intensified in schools.
Problem behaviours investigated in the current study included some forms of
dressing and hairstyles, smoking, drinking of alcohol, drug abuse, abortion,
lack of consideration for others and school strikes. The general aim of the
study was to investigate the determinants and correlates of problem
behaviour in secondary school adolescents. The specific study objectives
were derived directly from the research problem. The study therefore sought
to:
(a) Determine the relationship between attitude towards problem behaviour
and overt problem behaviour. -
(b) Identify the determinants and correlates of problem behaviour among
secondary school adolescents in Kenya.
(c) Examine the relationship between problem behaviour and academic
performance.
(d) Explore probable solutions to problem behaviour among adolescents.
To achieve the objectives of this study the survey research method was
adopted. Primary data were gathered using self-administered questionnaires.
The survey research covered Nairobi and Central Provinces. Using stratified
random sampling, 33 schools were selected; 12 from Nairobi Province and
21 from Central Province. A class of fourth grade secondary school students
from each school was randomly selected. The primary sample comprised of
986 students.
Supplementary data were collected from 100 parents, 33 head-teachers, 33
head of guidance and counseling departments and 3 senior education
officers. Data from supplementary sources were gathered using an interview
guide.
The key findings were: that there was a significant relationship between (a)
internal locus of control, (b) religious involvement, (c) relationship with
significant others, and attitude towards problem behaviour. Locus of control
refers to the perceived causality of behavioural outcomes. At one extreme
(internal), the individual thinks of himself or herself as being responsible for
his or her own behaviour. At the other extreme (external), the individual
sees others or fate or chance or luck as responsible for his or her behaviour.
Subjects with an internal locus of control tended to disagree with problem
behaviours more than those who had an external locus of control. It was
concluded that locus of control is a desirable personality trait. There was a
significant relationship between religious involvement and attitude towards
problem behaviour. Subjects who were members of a religious group or
were actively involved in religious movements tended to disagree with
problem behaviours more than those who were not members of a religious
group. It was concluded that some religious beliefs help to reduce
problematic behaviours among adolescents. Relationships with significant
others were also identified as significant determinants of problem behaviour.
Subjects who had a good relationship with parents, teachers and peers
tended to disagree with problem behaviours more than those whose
relationships were indicated as poor. It was concluded that harmonious
relationships in adolescence could reduce the incidence of problematic
behaviours among adolescents. Other additional findings were that (a)
attitudes and behaviour are closely related and (b) problem behaviour can
also be influenced by ignorance and level of moral reasoning.
Based on these findings, the following recommendations were made for
theory, practice and research. Firstly, it was noted that many factors
interplay to bring about problem behaviour in adolescence including family
background, family relationships, school relationships and drug abuse.
Future researchers should adopt a multidisciplinary approach to the study of
adolescence instead of concentrating on a single determinant of problem
behaviour such as drug abuse. - Secondly, Hall (1904) claimed that
adolescence is inevitably marked by storm and stress. This study does not
supportthis generalization. Instead, Offer's (1969) observations seem to be
more appropriate. Offer discovered multiple paths through adolescence with
a majority of youth following either a smooth, non-abrupt changes path or an
abrupt change in behaviour but not necessarily accompanied by crises or
problems. Only a few of Offer's subjects experienced a stormy adolescence.
Future researchers may find Offer's approach to the study of adolescence
useful.
Secondly, internal locus of control, or the belief that one can control the
destiny of his life, was found to be a desirable trait that could reduce the
incidence of problem behaviour in adolescence. It is therefore suggested
that sensitivity training be used to inculcate internal locus of control in
adolescence. The training would involve sensitizing the youth to be
considerate of others in everything they do and to learn to take responsibility
for the behavioural outcomes of their conduct. Religious movements should
also be strengthened in schools. This is because religious involvement was
found to be associated with negative attitude towards problem behaviour.
Thirdly, parenting should be introduced as a compulsory subject in
secondary schools and perhaps even at primary school level. This is because
parents being the architects of the family (Satir, 1964) need to be taught the
ideal methods of designing a good family. As it is now, most parents are
oblivious of theories of child development that could be useful in parenting
and generally bring up their children using their own experiences as
children. | en |
