Correlates Between Teacher –Student Relationship Supportiveness and Adolescents’ Psychological Adjustment.
Loading...
Date
2016-10-30
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Int. J. Adv. Res
Abstract
Children on average spend at least 15,000 hours in class rooms from
age 4 or 5 until they leave high school (Meece & Eccles, 2010). The
institutions therefore are the critical contexts for nurturing desirable
values, beliefs, principles and ideas. This is more so for Kenya in the
view that behaviour problems among Kenyan secondary school
students have been on the rise (Aloka, & Bujuwoye, 2013). This study
sought to establish the relationship between school supportiveness and
adolescents’ psychosocial development, with the intent to enhance
adolescents’ adjustment in school. The study employed a sample of
240 adolescents aged 13-18 and drawn from 4 Counties purposively
selected from 47 Counties in Kenya. A final sample of 240 was
obtained through multistage sampling strategy. The study was a
descriptive correlational survey; it involved gathering data from
adolescents using a questionnaire to assess the relationship between
school supportiveness and adolescents’ psychosocial adjustment.
Findings showed that students-teachers relationship supportiveness
was positively significantly correlated with adolescents’ Psychosocial
adjustment at r 165*, n 222, p = .014 <.05, prosocial behaviours at
r.170*, n = 222, p .011 < .05, social helpfulness at r.149*, n = 219, p
.028 < .05, and resilience to risky behaviours at r.204**, n = 218, p
.003 < .05. It was concluded that teacher- student relationship
supportiveness influences adolescents’ social helpfulness, prosocial
behaviours and resiliency to risky behaviours as well as overall
psychosocial adjustment.
Description
Keywords
School supportiveness, Teacher-student relationships, Psychosocial adjustment, Social helpfulness, Pro-social behavior, Risky behaviors
Citation
Kariuki, S. N. PJO Aloka, HN Gatumu, C Gitonga (2015). Relationship between perceptions of Inter-parental conflicts and involvement in delinquent. Journal of Educational and Social Research 5 (1), 25. Available at https://scholar.google.com/citations?view_op=view_citation&hl=en&user=sdkszlMAAAAJcitation_for_view=sdkszlMAAAAJ:Tyk-4Ss8FVUC