Abstract
This study examined relationships between parental support and resilience among emerging adult students in Cameroon State Universities. It was predicated on the understanding that university emerging adult students face numerous challenges during their transition to adulthood, necessitating specific capabilities to achieve their life objectives. It was hypothesized that parental support could serve as a fundamental framework for developing resilient behaviour among emerging adult students in universities. The study employed a mixed-methods approach with a concurrent nested design, encompassing both quantitative and qualitative elements. The sample comprised of 537 emerging adult students strategically selected from four State Universities, with selection criteria based on Cameroon diverse climatic and cultural landscapes. Data collection was facilitated by questionnaires, and the analysis incorporated both descriptive and inferential statistical methods. The descriptive findings revealed compelling evidence regarding parental support patterns. A substantial majority (86.0%) of emerging adults reported receiving parental support, yielding a mean score of 3.34 on a 4-point scale. Conversely, a minority (14.0%) indicated an absence of parental support. The inferential analysis, conducted using Spearman's rho correlation, demonstrated a statistically significant positive relationship between parental support and resilient behaviour (R-value = 0.358**, p-value = 0.000 < 0.05). The findings suggests that resilient behaviour among emerging adult students strengthens with increased parental support and diminishes with decreased support. They emphasize the pivotal role of family dynamics in shaping resilience, suggesting that parental involvement serves as both a protective and a catalyst for fostering adaptability and perseverance in emerging adult students. Based on these, recommendations emphasized the critical role of parental engagement since their support enhances resilience. Parents are advised to prioritize quality time with their children, provide both emotional and physical support, include them in decision-making processes, and help protect them against psychological challenges such as loneliness and depression. These recommendations aim to enhance students' educational outcomes and strengthen their resilient capacities.
Published Version
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