DYSFUNCTIONAL HOMES AND SCHOOL SOCIAL CAPITAL AS CORRELATES OF ACADEMIC STRESS OF OUT-OF-SCHOOL ADOLESCENTS IN OKPE LOCAL GOVERNMENT AREA OF DELTA STATE-NIGERIA.

Abstract

Academic stressors including home challenges and pressures from course work can result in students’ experiencing difficulties in coping which may ultimately lead to dropout intentions. Using correlational research design, this study sought to investigate dysfunctional homes and school social capital as correlates of academic stress of out-of-school adolescents in Okpe Local Government Area of Delta State-Nigeria. Four research questions and four null hypotheses guided the study. The sample size was 350 out-of-school adolescents drawn through multi-stage random sampling technique from a population of 1,500 out-of-school adolescents in the 10 towns comprising Okpe Local Government Area in Delta State-Nigeria. Data was collected using three instruments: A researcher developed instrument on Dysfunctional Homes (DH), a researcher developed instrument on School Social Capital (SSC) and an adopted instrument on Academic Stress (AS) from the works of Rajendran and Kliappan (1990). The instrument was validated for face and content adequacy by Specialists in Education. Reliability of the instrument was determined using Cronbach Alpha and an alpha coefficient of 0.79 was obtained for DHQ, 0.81 for SSCQ. The adopted instrument (ASQ) has been used in various studies which made it culture free and consistently yield an alpha coefficient of 0.82. Research questions were answered using Pearson Product Moment Correlation and Coefficient of Determination while regression statistical analysis was used for testing the hypotheses at 0.05 significance level. Result revealed a positive relationship between dysfunctional homes, school social capital and the components of academic stress. Recommendations were made by the researchers’ which include addressing academic stress through adoption of educational, psychological and counselling interventions at various educational levels to promote students’ wellbeing and success which will prevent dropout among others.