-
Influence Of Peer Pressure And Time Management On Academic Performance Of In-school Adolescents
[A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA, BENIN CITY]
CHAPTER ONE -- [Total Page(s) 3]
Page 1 of 3
-
-
-
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
As
children grow and develop, profound physical changes occur. These
changes usher them into adolescence. Adolescence is the developmental
period of transition between childhood and adulthood which involves
biological, cognitive, and socio-emotional changes (Grabber; Brooks-Gunn
& Peterson, 1996). Adolescence is really a difficult period. This
is in-line with what Nwachukwu, (2002) called a challenging time in
which physical, mental and social developments occur quickly. In other
words, one can say that adolescence is a period when there is a fast
tremendous change in physical, mental and social development. It is a
time of transition and includes important biological, social, emotional
and cognitive changes that take place quite rapidly over a relatively
short period (Smith, 1998).
Traditionally, adolescence has been
viewed as a critical period in development. Popular discussion, plays,
films, drama and books portray adolescence as a period of storm and
stress especially in a more technologically advanced society (Nwachukwu,
2002). Generally speaking, the adolescents in Nigeria are classified as
youths. This is in line with Ibeh, (1990) who pointed out that the
youths in Nigeria are adolescents who are in the secondary schools,
polytechnics, colleges of Education and Universities. Many scholars
among whom are (Uba, 1987; and Adesomowo, 1988) agree that adolescence
is a transition period between childhood and adulthood. It refers to
that period of the life span of an individual when physiological and
psychological processes are in transition between puberty and maturity.
Behavioural
scientists like Erikson also tend to agree that adolescence is a period
of storm and stress (Nwachukwu, 2002). The physiological changes that
take place at puberty and the necessity to pass through development
tasks imposed on adolescents by society, like press for independence,
vocational preparation, development of basic philosophy of life and for
sexual adjustment are some of the problems which the adolescents face
(Nwachukwu, 1993). It is also presumed to be rather a critical period in
psychological development, forcing basic reorganizations in
personality. Lewin, (1989) asserted that adolescents experience a
rapidly widening life space along geographic, social and future time
dimensions, and are caught in an ambiguous overlap between the roles of
the child and the adult. In a dynamic and heterogeneous culture, the
broadening of the life space introduces the youngster to many ambiguous
or out-and-out conflict situations, which he is ill-equipped to handle.
In other words, adolescents have psychosocial problems like acting –out
behaviours such as aggression, anger, arguing too loud and impudence,
fighting, truancy, depression, moodiness, disruptiveness,
distractibility gangsterism and even cultism. With these problems, they
are unable to handle the situations and even come out of them.
In-school
adolescents are those students who are between childhood and adulthood
stage of life usually around the ages of 12 and 18 years and are within
the school setting. Speculations are rife that in-school adolescents
with these psychosocial problems may not concentrate on their learning
which may influence their results. Uncertainty of role, similarly
creates ambiguities for the adolescent who, for example, is at one time
expected to behave as an adult and at another is treated as a child.
To
many specialists, like (Lingren, 2001) adolescence is presumed to be a
psychologically stressful and critical period, characterized by a
variety of special types of behaviour. Among the most striking
psychological developments of adolescence are those involving
relationships with peers. As children grow, develop, and move into early
adolescence, involvement with one’s peers and the attraction of peer
identification increases. As they begin rapid physical, emotional and
social changes, they begin to question adult standards and the need for
parental guidance. They find it reassuring to turn for advice from peers
who understand and sympathize with friends who are in the same position
as themselves. They feel that by trying their new values and testing
their ideas with their peers, they have less fear of being ridiculed.
(Lingren, 2001).
CHAPTER ONE -- [Total Page(s) 3]
Page 1 of 3
-
-
ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the influence of peer pressure and time management on academic performance of in-school adolescents in Oredo Local Government Area, Benin City. Specifically, the study determined the extent peer pressure influences academic performance of in-school adolescents in Oredo Local Government Area, Benin City and, examined the extent time management influences academic performance of in-school adolescents in Oredo Local Government Area, Benin City. The study employ ... Continue reading---
