Greener Journal of Psychology and Counselling

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Greener Journal of Psychology and Counselling

Vol. 3(1), pp. 33-44, 2019

ISSN: 2672-4502

Copyright ©2019, the copyright of this article is retained by the author(s)

DOI Link: https://doi.org/10.15580/GJPC.2019.1.092319176

https://gjournals.org/GJPC

 

 

Psycho-Social Factors and School Adjustment Dynamics among Students in Selected Schools in Bamenda I and III Sub-Divisions

  

Roland Kum Bama, PhD.

 

Faculty of Education, University of Bamenda, Cameroon

  

ARTICLE INFO

ABSTRACT

 

Article No.: 092319176

Type: Research

DOI: 10.15580/GJPC.2019.1.092319176

 

 

Adjustment to school is a major life transition that not all emerging adults manage successfully. Although a multitude of factors influence students in school, the present study focuses on the relationship between psycho-social factors and adjustment among students in selected secondary schools in Bamenda I and III Sub Divisions in the North West Region of Cameroon. Specifically, the study examined how educational factors, emotional factors, students’ self-concept and social support, influenced students’ adjustment in school. The study used the cross-sectional survey design. Data were collected from a sample of 150 respondents. The subjects were selected using the convenience, purposive and simple random sampling techniques. A five-point Likert scale type questionnaire was used to collect data. The chi square test of independence was used to test the four hypotheses at a 0.05 level of significance. The findings showed that: Educational factors had a significant effect on adjustment among secondary school students; Emotional factors had a significant effect on adjustment among secondary school students; Self-concept had a significant effect on adjustment among secondary school students; and there is a moderate correlation between social support and adjustment among secondary school students. From these premises, the study concluded that psychosocial factors are strongly related to students’ adjustment in school. The study recommended that students should be aware of the negative consequences of maladjustment and as a result live at equilibrium in the environment. These findings have important theoretical and practical implications for school governance.

 

Submitted: 23/09/2019

Accepted:  25/09/2019

Published: 20/10/2019

 

*Corresponding Author

Roland Kum Bama

E-mail: bamarolly@ yahoo. com

Phone: (237) 677 038 342

 

Keywords: Psychosocial factors; school adjustment; academic factors; emotional factors; self-concept; social support; school environment

 

 

 

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Cite this Article: Bama, RK (2019). Psycho-Social Factors and School Adjustment Dynamics among Students in Selected Schools in Bamenda I and III Sub-Divisions. Greener Journal of Psychology and Counselling, 3(1): 33-44, https://doi.org/10.15580/GJPC.2019.1.092319176.

 


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