Parental Expressed Warmth 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 expressed warmth 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 unit of analysis included 218 primary schools. 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 employed questionnaires and interview schedules to gather data. The study adopted the triangulation approach to measure the validity of the instruments. Split half method was also used to establish the reliability of instruments whereby the correlation coefficient value of .808 was established. 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=.682, n=356, p<.05) between parental expressed warmth and pupils’ overall behavioural adjustment. The statistical significant (p<.05) positive correlation were also established between parental warmth and all the five aspects of learners’ behavioural adjustment (conduct problems, peer relationship problems, emotional symptom, hyperactivity and pro-social behaviours). Further analysis reveals that parental warmth alone accounted for 46.5% (Coefficient R2 = .465) of the variation in overall behavioural adjustment among the class 7 and 8 pupils and it was evident that parental warmth was a significant predicator of the overall learners’ behavioural adjustment [F (1, 354) = 308.067, p < .05). The study also established that as parental warmth increased by one standard deviation, then perceived scores in level of behaviour adjustment of pupil would also increase by .682 standard deviation units. Similarly, if the parental warmth increases by one unit then level of overall adjustment would improve by .292 units; this is a substantial effect from one independent variable. From qualitative findings, it was established that that parents as role model for their children were crucial for children to acquire pro-social behaviours. On this note it was found that most pupils develops unacceptable behaviours because of parental frequent discouragements, unclear guidance and unsupportive home environment that did not promote children’s use of proactive and problem-focused coping styles. The way parents communicate to their children was also found to have a positive effect on children’s behavioural adjustment. Loving children unconditionally by providing developmentally-appropriate physical care and environment (feeding, clothing and home safety) was also found to foster children’s positive emotional development and fewer behaviour problems at school and home.