PSYCHOLOGICAL FACTORS AND PARENTING STYLES AS CORRELATES OF SELF-ASSERTIVENESS OF STUDENTS IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

PSYCHOLOGICAL FACTORS AND PARENTING STYLES AS CORRELATES OF SELF-ASSERTIVENESS OF STUDENTS IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

PSYCHOLOGICAL FACTORS AND PARENTING STYLES AS CORRELATES OF SELF-ASSERTIVENESS OF STUDENTS IN OBIO-AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

 

By

WIKE, EBERECHI

eberechi.wike@ust.edu.ng

08068276563

 

Institute of Education,

Rivers State University, Rivers State.

 

ABSTRACT

The study investigated psychological factors and parenting styles as correlates of self-assertiveness of secondary school students in Obio-Akpor Local Government Area of Rivers state. A sample of 400 students from a population of 3,242 senior secondary school students was used for the study. Simple random technique was used to compose the sample. Four research questions were answered while four corresponding null hypotheses were tested at 0.05 level of significance. Three instruments developed for the study are The Parenting Style Survey (PSS), Students Psychological Factors Questionnaire (SPFQ) and Self-assertiveness Questionnaire (SAQ). The instruments were validated by the researcher’s supervisor and experts in Measurement and Evaluation. The reliability of the instruments was tested using Cronbach alpha reliability method of internal consistency. Reliability coefficient for self-esteem scale was realized at 0.75 depression at 0.62, authoritative parenting at 0.69 and authoritarian parenting at 0.82 respectively using Cronbach alpha. Pearson product moment correlation coefficient was used to answer the research questions while the hypotheses were tested using p-value associated with Pearson product moment correlation. Findings revealed among others that there is significant positive relationship between self-esteem and self-assertiveness among secondary school students. It was also revealed that there is significant negative relationship between depression and self-assertiveness among secondary school students. Based on the findings, some recommendations were made among others that Parents should develop the authoritative parenting styles to help increase their children’s self-assertiveness.

 

Keywords: Assertiveness, Parenting style, Self-esteem, Depression.

Introduction

To lead a successful life, being assertive is crucial. Whether the purposes of individuals are to be successful in education, work or social life, being assertive is very important. Assertiveness is defined as behaviour which enables people to act in their own best interest by expressing their thoughts and feelings directly and honestly. Assertive behaviour is interpersonal behaviour involving the honest and relatively straight forward expression of thoughts and feelings. Assertion is a behaviour which enables a person to act in his/her best interests, to stand up for herself/himself without undue anxiety, to express honest feelings comfortably or to exercise personal rights without denying the rights of others (Bushra, Khurshid and Ishtiaq, 2006). Assertiveness becomes relevant in the life of the adolescent especially, since the period of adolescence is the time when individuals are attending their education at secondary school levels and beyond and also preparing themselves for adult roles and responsibilities, they are supposed to be assertive enough.

Assertiveness can help students improve communication skill. This skill helps students have more time to study and to achieve good performance in their academic achievement (Huurre, Aro, Rahkonen, and Komulainen, 2006). Assertiveness encompasses multidimensional aspects of human expression, including behaviour, cognition, and affect. Behaviourally assertive individuals are able to express their emotions, defend their goals, and establish favorable interpersonal relationships (Bupas' Health Information Team, 2008) while cognitively and affectively assertive individuals can appropriately deal with both positive and negative emotions (Wint, 2004). Assertiveness is the ability to express your opinions, feelings, ideas, and needs openly, in a way that is true to who you are and respectful of others. It involves standing up for yourself in a way that encourages conversation rather than defensiveness.

Assertiveness affects students’ communication skills, researchers have established that assertiveness can help a student improve communication skills, self-esteem, and decision-making ability. It can help overcome shyness and anger. Being assertive can lead students having more time to study. All of these can positively impact a student’s conceptions about school performance. On the contrary, when a student behaves or interacts in a non-assertive manner, such a student allows his own needs to go unmet. There are many ways in which this could be detrimental to a student’s academic life. One of the most common ways this occurs is when one allows other people to take up time that had set aside for study. For instance, if you have an assignment due the following day and your friends ask you to go out with them the night before, a person who was non-assertive might feel unable to say ‘no’, and would end up going out instead of doing the assignment. Another way non-assertiveness can affect one’s life would be when one believes, correctly, that he deserved more marks for an assignment but take the non-assertive approach of doing nothing about it. This could make the difference between passing or failing the course overall. All of these can affect a student’s academic motivation. (Oladipo, Arigbabu and Rufai, 2012).

Assertiveness has importance in increasing self-confidence, openness, self-esteem, judgment, conscious and other rational abilities. Aruna cited in Asrat and Astrat (2017) expresses that when we communicate assertively our self-confidence increases and we stand in a better chance of what we need. Aruna further indicated that being assertive makes people understand, know exactly where they are, open to receiving feedback, have relationships based on reality rather than illusion, feel better for expressing their feelings, have fewer situations that are un resolved and even if we don’t resolve a situation, we feel better for having tried.

Self-esteem is an individual’s positive or negative evaluation of himself or herself (Smith, Mackie and Claypool, 2014). Self-esteem is also a global barometer of self-evaluation involving cognitive appraisals about general self-worth and affective experiences of the self that are linked to these global appraisals (Murphy, Stosny and Morrel, 2005). Self-esteem could either be low or high. People with high self-esteem experience more happiness, optimism, and motivation than those with low self-esteem, as well as less depression, anxiety and negative mood. Students with low self-esteem may find it difficult to be assertive compared to those with high self-esteem. Students’ assertiveness can be affected by variety of factors ranging from home to the environment and to self. Most students are faced with certain challenges which has adverse effect on their level of assertiveness both at home and school. Psychosocial problems associated with being depressed are relatively well known in adults. However, the extent to which these characteristics associate with depression in adolescents has received much less attention (Barnett and Gotlib cited in Ramli, Mohd, Suthahar and Ikang, 2008).

Depression is common in adolescents and especially in secondary school students and it is one of the most frequent mental disorders among teenagers. In this age group, fundamental impairments due to this illness, not only influence on the performance of daily tasks, but also can lead to other behaviours such as lack of assertiveness. Depression in our daily life includes negative feelings, such as sadness, weakness, disappointment, frustration, despair, helplessness and hopelessness. According to Wolman’s dictionary of Behavioural Sciences, depression is a feeling of helplessness and blaming oneself for being helpless. It is negative self-concept that is associated with self-approaches and self-blame, e.g., regressive and self-punitive wishes, and desire to escape, hide or die. Depression is a serious health issue and a considerable reason for restlessness among students. It affects their lives during the critical learning and social development process. Students are considered as a vulnerable group for the development of depression and its symptoms (Buchanan, 2012).

Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes (Darling cited in Sankah, 2007). It has been defined as all the tasks involved in raising a child into an independent adult. As parents strive to ensure that they mould their children, there is no doubt that the psychological development of the children is affected. As far back as the 16th century, philosophers such as John Locke and Jean-Jacques Rousseau emphasized the role parents’ play in the psychological development of their children. They argued that childhood is a period of importance and early development sets the stage for what one becomes later in life.

A parent, in the Nigerian context, may not always be the biological parent of a child. Uncles, aunties or other extended family members may sometimes take the parenting role. Biological parents may send their children to live with relatives due to financial constraints. Therefore, it appears that children may experience different parenting styles at different stages of their life. In matters of communication, it is believed that children are not supposed to be heard but only seen. This presupposes that a child cannot talk when the parents or any elderly person do so; simply, the child is expected to comply and not share his or her opinion even when he or she disagrees with the parents or elderly persons. Parents or the elderly are therefore believed to be right at all times. Parenting styles are the representation of how parents respond to and make demands on their children. Parenting practices are specific behaviours, while parenting styles represent broader patterns of parenting practices. Parenting styles are categorized into four styles: indulgent, authoritarian, authoritative, and uninvolved (Maccoby and Martin cited in Nancy, 2018).

Authoritative Parents are warm but firm. Authoritative parents have high expectations for achievement and maturity, but they are also warm and responsive. These parents set rules and enforce boundaries by having open discussion and using reasoning. They are affectionate and supportive and encourage independence. This parenting style is also known as Democratic Parenting Style. They encourage their children to be independent while maintaining limits and controls on their actions. Authoritative parents do not invoke the “because I said” rule. Instead, they are willing to entertain, listen to, and take into account their teen’s viewpoint. Authoritative parents engage in discussions and debates with their children, although ultimate responsibility resides with the parent. Research demonstrates that children of authoritative parents learn how to negotiate and engage in discussions. They understand that their opinions are valued. As a result, they are more likely to be socially competent, responsible, and autonomous. Students from these parents may be assertive as there is room for free communication and autonomous.

Authoritarian Parents display little warmth and are highly controlling. Although authoritarian and authoritative parenting styles have similar names, they have several important differences in parenting beliefs. While both parental styles demand high standards, authoritarian parents demand blind obedience using reasons such as “because I said so”. These parents use stern discipline and often employ punishment to control children’s behaviour. Authoritarian parents invoke phrases such as, “you will do this because I said,” and “because I’m the parent and you are not.” Authoritarian parents do not engage in discussions with their teen and family rules and standards are not debated. Authoritarian parents believe the child should accept, without question, the rules and practices that they establish. Research reveals that children of authoritarian parents learn that following parental rules and adherence to strict discipline is valued over independent behaviour. Adolescents who are more submissive tend to remain dependent on their parents. Students from these parents might be less assertive as they are only seen, not heard. It is upon this premise the researcher seeks to investigate the Psychological factors and parenting styles as correlates of self-assertiveness of secondary school students in Obio-Akpor Local Government area of Rivers state.

 

Review of Literature

Self-esteem refers to a degree to which a person values himself or herself, the summation based on conscious self-evaluative thoughts and feelings or in short, as a global emotional placement of self. It can be either positive (high self-esteem) which may leads to greater happiness or negative (low self-esteem) and self-doubt and potentially leads to depression. Self-esteem is defined as a global barometer of self-evaluation involving cognitive appraisals about general self-worth and affective experiences of the self that are linked to these global appraisals (Murphy, Stosny and Morrel, 2005). By the same token, Wang and Ollendick (2001) stated that self-esteem involves an evaluation of oneself followed by an emotional reaction towards oneself. The evaluative and affective Obio-Akpornts are present in all extant definitions and theories of self-esteem. Hewitt (2002) sought to transform our view of self-esteem from a universal psychological trait and motivating force to a socially constructed emotion grounded in mood. This point of view was based on Smith-Lovin’s (1995) definition of self-esteem as a reflexive emotion that has developed over time in social processes of invention that individuals learn to experience and to talk about, that arises in predictable social circumstances, and that is subject to social control.

The American Association of Suicidology defined depression as a psychiatric disorder and the common mental illness of present century which is known as psychiatric cold. It went further to say that depression has negative effects on our behaviours such as loss of interest, productivity, and social contact. Depression is a common mental disorder that presents with depressed mood, loss of interest or pleasure, decreased energy, feelings of guilt or low self-worth, disturbed sleep or appetite, and poor concentration. Moreover, depression often comes with symptoms of anxiety. These problems can become chronic or recurrent and lead to substantial impairments in an individual’s ability to take care of his or her everyday responsibilities. At its worst, depression can lead to suicide. Almost 1 million lives are lost yearly due to suicide, which translates to 3000 suicide deaths every day. For every person who completes a suicide, 20 or more may attempt to end his or her life (WHO, 2012).

Depression is a common disorder that impacts an individual’s ability to perform life activities, including those required in school activities. Depression has a significant impact on an individual’s academic performance. Depression is one of the emotional problems, and helplessness are its main cause. Depression is a prevalent problem among secondary school students across the world and it effect on a students’ ability to perform academically. Depression is marked by sad feelings among students which are known as a common mental illness." National Institute of Mental Health found that during their college life many students experience the first symptoms of depression. Depressed Students often feel sad and reductions in academic performance. When the home is broken, the children may feel neglected and depressed and subsequently loss interest in academic activities as the family support is loss.

Parenting is a complex activity that includes many specific behaviours that work individually and together to influence child outcomes. Although specific parenting behaviours, such as spanking or reading aloud, may influence child development, looking at any specific behaviour in isolation may be misleading. Many writers have noted that specific parenting practices are less important in predicting child wellbeing than is the broad pattern of parenting. Most researchers who attempt to describe this broad parental milieu rely on Diana Baumrind’s concept of parenting style. The construct of parenting style is used to capture normal variations in parents’ attempts to control and socialize their children (Baumrind, 1991). Two points are critical in understanding this definition. First, parenting style is meant to describe normal variations in parenting. In other words, the parenting style typology Baumrind developed should not be understood to include deviant parenting, such as might be observed in abusive or neglectful homes. Second, Baumrind assumes that normal parenting revolves around issues of control.

This study is anchored on the Baumrind’s theory of parenting style as a student’s self-assertiveness may be influenced by the type of parenting style he/she had and this could also affect his/her self-esteem, self-efficacy and level of depression. The Baumrind’s influential model of parenting styles which describes parenting as a gestalt of integrated parenting practices, best studied using pattern-based approaches (Baumrind, Larzelere and Owens, 2010).

Statement of the Problem

The issue of self-assertiveness is becoming a global issue as it could be observed by the researcher that students at the university level lack good self-assertiveness and it is worst at the secondary school level where you find students having difficulties expressing themselves even when they know the right thing to say. There are instances where students no longer trust what they know or believe, most cases, this occurs at the senior secondary school level where students writing Senior Secondary Certificate Examinations (SSCE) go to schools popular called “miracle centers” to enroll to enable them get assistance of examination malpractice to enable them have credit in their required subjects, this has caused a steer in the educational sector. There are also instances where some students after altercation with a fellow student finds it difficult to narrate what caused their differences and instead reckon to tears. It becomes so worrisome to the researcher that this is a period of transition where the child will be living the parents to join their peers at different parts of the world for higher education and other skills acquisition and yet they cannot express themselves with confidence. This the researcher asked, could it be from their family upbringing style? The statement of the problem therefore is, are there psychological factors and parenting styles that relate to self-assertiveness of secondary school students in Obio-Akpor Local Government area of Rivers state?

Aim and Objectives of the Study

The aim of this study is to investigate psychological factors and parenting styles as correlates of self-assertiveness of secondary school students in Obio-Akpor Local Government area of Rivers state. Specifically, the objectives of this study are as follows:

1. To determine the relationship between self-esteem and self-assertiveness among secondary school students in Obio-Akpor Local Government area of Rivers state.
2. To examine the relationship between depression and self-assertiveness among secondary school students in Obio-Akpor Local Government area of Rivers state.
3. To examine the relationship between authoritative parenting style and self-assertiveness among secondary school students in Obio-Akpor Local Government area of Rivers state.
4. To determine relationship between authoritarian parenting style and self-assertiveness among secondary school students in Obio-Akpor Local Government area of Rivers state.

Research Questions

The following research questions were answered in this study as follows:

1. To what extent does self-esteem relate to self-assertiveness of secondary school students?
2. To what extent does depression relate to self-assertiveness of secondary school students?
3. To what extent does authoritative parenting style relate to self-assertiveness of secondary school students?
4. To what extent does authoritarian parenting style relate to self-assertiveness of secondary school students?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance have been postulated to guide this study.

1. There is no significant relationship between self-esteem and self-assertiveness among secondary school students.
2. There is no significant relationship between depression and self-assertiveness among
3. Authoritative parenting style does not significantly relate to self-assertiveness among secondary school students.
4. Authoritarian parenting style does not significantly relate to self-assertiveness among secondary school students.

Methodology

The correlational research design was adopted for the study. The population of the study consists of all senior secondary school students from all public secondary schools in Obio-Akpor Local Government Area of Rivers state. As at the time of the study (2019), the total number of public senior secondary schools was 6 with students population of 3,242 students. A sample of 400 students was used for the study. Simple random sampling technique was used to compose the sample. Three instruments were used for the study which are the Parenting Style Survey (PSS), Students Psychological Factors Questionnaire (SPFQ) and Self-assertiveness Survey (SAS). The instruments were validated by experts in Guidance and counselling and an expert in Measurement and Evaluation. A reliability coefficient for self-esteem scale was realized at 0.75 depression at 0.62, authoritative parenting at 0.69 and authoritarian parenting at 0.82 respectively using Cronbach alpha. Pearson product moment correlation coefficient was used to answer the research questions while the hypotheses were tested using p-value associated with Pearson product moment correlation.

 

RESULTS

Research Question 1: To what extent does self-esteem relate to self-assertiveness of secondary school students?

Hypothesis 1: There is no significant relationship between self-esteem and self-assertiveness among secondary school students.

Table 1: Pearson correlation of the relationship between self-esteem and self-assertiveness among secondary school students.

Self-esteem		Pearson Correlation	1	.662
		Sig. (2-tailed)	.000
		N	400	400
Self-assertiveness		Pearson Correlation	.662	1
		Sig. (2-tailed)	.000
		N	400

 

Table 1 above shows that the correlation between self-esteem and self-assertiveness is 0.66 which indicates a moderate positive relationship. Therefore, secondary school students self-esteem to a moderate extent relate to their self-assertiveness. It could also be seen that for two-tailed test, the observed correlation has probability level (p-value) of .000. The p-value of .000 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between self-esteem and self-assertiveness among secondary school students is rejected and the alternate accepted. This implies that there is significant positive relationship between self-esteem and self-assertiveness among secondary school students.

Research Question 2: To what extent does depression relate to self-assertiveness of secondary school students?

Hypothesis 2: There is no significant relationship between depression and self-assertiveness of secondary school students.

Table 2: Pearson correlation of the relationship between depression and self-assertiveness of secondary school students.

 

 

 

 

Depression		Pearson Correlation	1	-.722
		Sig. (2-tailed)	.001
		N	400	400
Self-assertiveness		Pearson Correlation	-.722	1
		Sig. (2-tailed)	.001
		N	400

 

Table 2 above shows that the correlation between depression and self-assertiveness is -0.72 which indicates a high negative relationship. Therefore, secondary school students level of depression to a high extent relate to their self-assertiveness. It could also be seen that for two-tailed test, the observed correlation has probability level (p-value) of .001. The p-value of .001 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between depression and self-assertiveness among secondary school students is rejected and the alternate accepted. This implies that there is significant negative relationship between depression and self-assertiveness among secondary school students.

Research Question 3: To what extent does authoritative parenting style relate to self-assertiveness of secondary school students?

Hypothesis 3: Authoritative parenting style does not significantly relate to self-assertiveness among secondary school students.

Table 3: Pearson correlation of the relationship between authoritative parenting style and self-assertiveness of secondary school students.

Authoritative parenting style		Pearson Correlation	1	.790
		Sig. (2-tailed)	.000
		N	400	400
Self-assertiveness		Pearson Correlation	.790	1
		Sig. (2-tailed)	.000
		N	400

 

Table 3 above shows that the correlation between authoritative parenting style and self-assertiveness is 0.79 which indicates a high positive relationship. Therefore, authoritative parenting style to a high extent relate to self-assertiveness of secondary school students. It could also be seen that for two-tailed test, the observed correlation has probability level (p-value) of .000. The p-value of .000 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between authoritative parenting style and self-assertiveness among secondary school students is rejected and the alternate accepted. This implies that there is significant positive relationship between authoritative parenting style and self-assertiveness among secondary school students.

Research Question 4: To what extent does authoritarian parenting style relate to self-assertiveness of secondary school students?

Hypothesis 4: Authoritarian parenting style does not significantly relate to self-assertiveness among secondary school students.

Table 4: Pearson correlation of the relationship between authoritarian parenting style and self-assertiveness of secondary school students.

 

Authoritarian parenting style		Pearson Correlation	1	-.651
		Sig. (2-tailed)	.000
		N	400	400
Self-assertiveness		Pearson Correlation	-.651	1
		Sig. (2-tailed)	.000
		N	400

 

Table 4 above shows that the correlation between authoritarian parenting style and self-assertiveness is -0.65 which indicates a moderate negative relationship. Therefore, authoritarian parenting style to a moderate extent relate to self-assertiveness of secondary school students. It could also be seen that for two-tailed test, the observed correlation has probability level (p-value) of .000. The p-value of .000 is lesser than the chosen 0.05 alpha. Therefore, the null hypothesis of no significant relationship between authoritarian parenting style and self-assertiveness among secondary school students is rejected and the alternate accepted. This implies that there is significant negative relationship between authoritarian parenting style and self-assertiveness among secondary school students.

Discussion of Findings

The findings of the study are discussed hereunder.

There is significant positive relationship between self-esteem and self-assertiveness among secondary school students. This indicates that students’ with self-assertiveness is as a result of their self-esteem. This finding agree with that of Urvashi and Vinay (2015) where they stated that SE enhancement had a positive significant effect on the assertiveness of school children. Similarly, this study also have similar findings with that of Ghodrati, Tavakoli, Heydari and Akbarzadeh (2016) where they stated that the prevalence of low self-esteem and assertiveness was 16% and 13.8%,.

There is significant negative relationship between depression and self-assertiveness among secondary school students. This indicates that students’ self-assertiveness is not as a result of their depression. This finding has similarities with that of Fatemeh and Nahid (2014) where they revealed that there is a significant inverse relationship (r=0.314 and P<0.001) between assertiveness and depression. Furthermore, this study agreed with that Bushra, Maryam and Ishtiaq (2006) where they revealed that there is significant relationship between depression and self-assertiveness.

There is significant positive relationship between authoritative parenting and self-assertiveness among secondary school students. This indicates that students self-assertiveness is as a result of their parenting style precisely authoritative parenting style. This finding disagreed with that of Asrat and Aster (2017) where they stated among others that there is no significant difference in students’ assertiveness and sex. In addition, the study revealed that there is no statistical mean difference in assertiveness scores across four parenting styles (authoritative, authoritarian, permissive/ indulgent and neglectful). Similarly, this study agreed with that of Zahra, Ali and Teymor (2011) where they stated that there was a significant difference between the extent of self –assertiveness of students in families with different parenting styles.

There is significant negative relationship between authoritarian parenting and self-assertiveness among secondary school students. This indicates that students with self-assertiveness is not as result of their parenting style precisely authoritarian parenting style. This finding disagreed with that of Asrat and Aster (2017) where they stated among others that there is no significant difference in students’ assertiveness and sex. In addition, the study revealed that there is no statistical mean difference in assertiveness scores across four parenting styles (authoritative, authoritarian, permissive/ indulgent and neglectful). Similarly, this study agreed with that of Zahra, Ali and Teymor (2011) where they stated that there was a significant difference between the extent of self –assertiveness of students in families with different parenting styles.

 

Conclusion

It was concluded that students with self-assertiveness is as a result of their self-esteem. It was also concluded that depressed students lack self-assertiveness. It was finally concluded that parenting styles determine students’ self-assertiveness.

Recommendations

Based on the findings of this study, the following recommendations were made:

1. Parents should develop the authoritative parenting styles to help increase their children’s self-assertiveness.
2. Counsellors should make effort to increase students’ self-esteem and self-efficacy as it will help increase their self-assertiveness.
3. Parents should spend time with their children communicating and otherwise as it will help increase their self-assertiveness.
4. Teachers should make effort to cope with students as they vary in different psychological makeup.
5. Teachers and school administrators should train students on self-assertiveness.

 

References

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