Abstract

The present study was intended to find out the impact of Home Environment on Adolescent Behavior in Fiango Kumba. Specific objectives were to find out the effect of home location on adolescent behavior, find out the impact of parental occupation on adolescent behavior, and find out the influence of family size on adolescent behavior.

The study adopted a correlation research design. Questionnaires to measure the impact of test anxiety on students’ academic achievement, were administered to 50 students of forms Five and upper sixth and they were selected using a simple random sampling technique.

The descriptive analysis in particular frequencies, percentages, averages, and pie charts were used to analyze the data. The findings of the study indicated that: home locations significantly affect adolescent behavior. How parental occupation influences adolescent behavior and how family size greatly has an influence on adolescent behavior.

The researcher design used is the sample survey design. Based on this finding, some recommendations were made to counselors, teachers, and parents to encouraging positive adolescent behavior, work hard and study well to boost their academic process which will help them enhances their behavior.

CHAPTER ONE

INTRODUCTION

Background to the study

The impact of the home environment on adolescents’ behavior over the years has been a serious problem on the behavior of adolescent students as it affects their psychological, emotional, social, and even economic lives.

According to Luma (1983), an adolescent is an individual of about 12 – 16 years old and who is neither a child nor an adult but who is making an effort to establish identity. She adds that such an individual also undergoes important physical and cognitive changes. To describe such changes typical of adolescents as in the question; physical, cognitive, social, and emotional changes will be outlined. Other authors hold that the age range is between 12 and 21 years.

However, it should be noted that the onset of this period comes earlier for girls than for boys; usually 10 -11 and 12 years for girls and boys respectively. The adolescence period is also called puberty; it is shaped by both biological forces and cultural factors. The etymological definition of this word shows that it comes from the Latin word “adolescere”, meaning “to grow in maturity”.

A child’s early home environment has a profound effect on his well-being. Beginning in infancy, a problematic home environment can disrupt the brain’s stress response system, reduce the quality of caregiving a child receives, and interfere with healthy development.

Research has linked negative home environments during children’s first three years with a host of developmental problems, including poorer language development by age three, later behavior problems, deficits in school readiness, aggression, anxiety and depression, and impaired cognitive development at age three (Evans, Ricciuti, Hope, et al, 2010).

Longer-term effects have also been documented: A child’s early home environment and the skills he learns in the first three years have been linked to high school graduation, teen parenthood, and adult employment and earnings (Duncan, Ziol-Guest and Kalil, 2010).

There are a variety of positive and negative indicators that show the home environment has on adolescents during adolescence, namely homicide rates, non-intentional injuries, driving under alcohol effects,s or infection by sexually transmitted diseases (Mulye, Park, Neson, Irwin & Brindis, 2009).

Experimenting with substances also occurs usually during adolescents, a time of development in which tolerance is lower and the risk of dependency increases (Glaser, Shelton & Bree, 2010). Peers and family have a key role in promoting behavior during adolescence, as well as, the perception that youngsters have of their quality of life and subjective well-being.

Behavioral problems that occur during infancy and adolescence (particularly external problems, such as substance use and violent behaviors) may continue throughout adulthood, associated with social non-adaptation, substance abuse, and conflicts (Bongers, Koot, Van der Ende&Verhulst, 2008). The peer group may, on one hand, serve as a model and influence behaviors and attitudes, while on the other hand, it may provide easy access, encouragement, and an appropriate social setting for consumption (Glaser, Shelton &Bree, 2010).

Social Learning Theory suggests that it is not necessary for adolescents to observe a given behavior and adopt it; it is sufficient to perceive that the peer group accepts it, in order to be able to adopt similar behaviors (Petraitis, Flay & Miller, 1995).

The environment may strongly determine preference in the way of dressing, speaking, using illicit substances, sexual behavior, adopting and accepting violence, adopting criminal and anti-social behaviors, and in many other areas of the adolescent’s life (Padilla, Walker & Bean, 2009; Tomé, Matos &Diniz, 2008).

An example of this is that the main motives for alcohol consumption given by adolescents are related to social events, which usually take place in the company of friends, namely: drinking makes holidays more fun, it facilitates approaching others, it helps relaxing or facilitates sharing experiences and feelings (Kuntsche, Knibbe, Gmel& Engels, 2005). Also, mimicking risk behaviors may be greater when consumption begins in the context of a social event (Larsen, Engels, Souren, Granic & Overbeek, 2010).

The school environment is a setting where interpersonal relations are promoted, which are important for youngsters’ personal and social development (Ruini et al., 2009); it is responsible for the transmission of behavioral norms and standards and it represents an essential role in the adolescent’s socialization process.

The school is able to gather different peer communities and promote self-esteem and harmonious development between adolescents, which makes it a privileged space for meetings and interactions (Baptista, Tomé, Matos, Gaspar & Cruz, 2008). Adolescents spend a great part of their time at school, which also makes it a privileged context for involvement in or protection from risk behaviors (Piko&Kovács, 2010).

Camacho, Tomé, Matos, Gamito, and Diniz (2010) confirmed that adolescents who like school were those that more often were part of a peer group without involvement in risk behaviors; whilst those that mentioned they did not have any friends reported that they liked school less.

The adolescence period is very essential to the growth of any person. The peculiarities of this period make it unique from other aspects of development. It is a transitional period from childhood to adulthood; it requires an atmosphere full of love and understanding to function well.

In Cameroon today, many adolescents are getting into problems simply because of how the home environment in which they were nurtured and what they were exposed to in the course of growing up.

Growing up in Kumba sometimes depends on the types of environment, homes, and parents one has.  The economic status of the homes whether low or high, peer pressure may likely contribute to the positive or negative behavior of the adolescents. The homes too, whether loving, caring, and supportive may contribute enormously to the proper behavior and development of the adolescent child.

The adolescence period is sometimes referred to as a period of stress and storm due to some biological changes they do experience in their bodies. If the stressors are increased by parents’ marital breakdown then adolescents concerned may be stressed the more. As noted by Pelton and Forehand (2001), the family and behavior then become a source of stress as a result of the environment in which they are. Parents have roles to play in the lives of adolescents and these roles cannot be overemphasized.

Statement of the Problem

The home environment which is the most important unit that provides social and economic security to its members such as children is under threat due to it rising impact on adolescent behavior. The home environment impacts adolescent behavior and socialization in the school environment, peer group, and even in society at large. Adolescents facing problems as a result of the environment have a more difficult time with behavior and social expectations at schools, among peers, and the society.

The role of the home environment is so great that it can affect our society and our behavior. The home environment is more than a “conditioning” factor of life. It can direct or divert, stimulates, or depresses adolescents’ behaviors.

The environment has been said to be a complex totality as it has affected our society and our behavior. Most especially the environment in which the adolescent finds his/herself has been greatly influencing by his/her family, peers, community, school, culture, media, and also technology influence adolescent behavior and risk-taking. It is for this reason that the researcher seeks to investigate the impact of the environment on adolescent behavior.

General Objectives

The aim or purpose of this study is to investigate the impact of the home environment on adolescent behavior in Fiango Kumba.

Specific Objectives

1. To find out the effect of home location on adolescent behavior
2. To find out the impact of parental occupation on adolescent behavior.
3. To find out the influence of family size on adolescent behavior.