Parental Acceptance as a Predictor of Behavioural Adjustment among Primary School Pupils in Kisii Central Sub-County, Kenya

Abstract

The present study sought to investigate the extent parental displayed acceptance predicts behavioural adjustment among pupils in primary schools in Kisii central Sub-County, Kenya. The study was guided by the Object relations theory and supported attachment theory. The study adopted mixed method approach in which the embedded research design was used. To obtain the sample for the study, the study used cluster sampling, stratified sampling and simple random sampling techniques. The target population comprised of 14876 pupils, 10582 parents, 229 deputy head teachers and 218 guidance and counselling teachers. The sample size for the study consisted of 374 pupils, 30 parents, 30 deputy head teachers and 30 guidance and counselling teachers. The study also used questionnaires and interview schedules to gather data. In analysing qualitative data, the study used thematic analysis while descriptive and inferential statistical techniques were used to analyse quantitative data. The study established that there was statistically significant positive correlation (r=.552, n=356, p<.05) between parental degree of displayed acceptance and learners’ overall behavioural adjustment. It was further revealed that there were statistical significant (p<.05) positive correlation between parental degree of displayed acceptance and all the five aspects of behavioural adjustment (Emotion Symptoms Conduct Problem, Hyper-creativity, Peer relationship Problem and Pro-social Behaviour) explored into. However, all the correlations were weak but it was evident that conduct problem adjustment reflected the highest correlation (r=.448), while peer problem adjustment had the least correlations (r=.331) to parental degree of displayed acceptance. From the regression analysis, it was also established that parental displayed acceptance alone accounted for 30.5% of the variation in overall behavioural adjustment among the pupils. In addition, linear regression reveal that if the parental display of acceptance was improved by one standard deviation, then perceived scores in level of overall behaviour adjustment of children would improve by .552 standard deviation units. Similarly, if improve their parental display of acceptance by one unit then the level of overall behaviour adjustment among the children would improve by .301 units. From the qualitative findings, it was found that parental psychological unavailability, negative criticism and over-emotional were associated with pupils’ behavioural maladjustments.