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RELATION OF PARENTAL MARITAL DISSOLUTIONS, EGO-IDENTITY AND


ATTITUDE OF UNIVERSITY STUDENTS IN OGUN-STATE TOWARD FAMILY
FORMATION

BY

MBAEGBU, PRISCILLA U.

MATRIC NO.: 05/09/004794

A PROPOSAL PRESENTED TO THE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND MANAGEMENT (EFM)

OLABISI ONABANJO UNIVERSITY

AGO-IWOYE, OGUN STATE, NIGERIA

IN PARTIAL FULFILMENT FOR THE AWARD OF MASTERS DEGREE IN


GUIDANCE AND COUNSELLING

DR. BOLA OGUNYEMI

(SUPERVISOR)
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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Marriage is an institution that benefits the society largely because it forms the building block of

the society. It is not only a private contract involving a male and a female who live together

under the same roof having a form of sexual relationship; it is also a social institution of great

public concern. It is vital to the stability and preservation of our society in which a father and a

mother raise and nurture children. It also brings significant stability and meaning to human

relationships. It is an ideal for raising children and university students who fosters the transfer of

culture and civilization into generations (Smith, 2005).

Therefore, marriage is a part of normal life which takes precedence over other relationships that

exist between humans. It is bound up with life that it is very significant and important that other

relationships. The success of marriage relationship leads to success in life, and its failure leads

to life’s cripple and boredom.

People marry and are concerned for the wellness of marriage for these reasons: the essence of

marriage is to provide security both financially and emotionally. The natural cravings for

emotional security propel young men and women toward marriage so that they may confide in

each other without biasness or prejudice.

The competitions of life are too strong and the jealousies too caustic to make it feasible or

desirable to face life alone. Marriage provides a complementary self, which serves as an
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emotional counter balance. The high rate of delinquency among university students is because

of lack of emotional and financial security, which the home fails to provide.

Marriage also provides for the spiritual and cultural growth of all members of the family. The

family is the structural unit of the community and of the nation. The spiritual and cultural tenor

of the community is an average of that of its’ component families.

The spiritual and cultural attainments of the individual members of a family are a reflection of

the influence existing within the family circle. Marriage generates and distributes those ideas of

personal responsibility and participation, which provide the backbone of our civilization. This is

accomplished by establishing absolute fidelity between husband and wife. When husband and

wife are genuinely true to each other, the influence permeates the home, providing a sense of

security which radiates through the community and a stabilizing influence among university

students.

The veneration in which marriage is held in the home, the community, the church, the nation, is a

reliable index of the moral quality of that home, community, church or nation. Compromise,

deception, or temporizing in matters pertaining to the sacredness of marriage undermines the

foundation of society.

Marriage provides the setting for determining the attitudes and standard of the next generation.

It is within the home that opportunities are afforded for incorporating the principles of true

democracy and regard for the rights of others. Respect for authority is learned or disregarded;

respect for personal choices/obligations is basic responsibilities for maintaining the standards

and ideals of society rests in the home and within the realm of marital relations.
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Marriage makes an incomplete human being a complete one. It makes him/her a grown up and

givers him/her responsibilities whether those responsibilities are to feed and clothe the wife or to

assist the husband. Marriage is expected to take a person out of the hectic lifestyles that one is

on and place him or her in an organized environment giving them a path to follow in life and a

shoulder to lean on. In fact, marriage arranges one’s life, giving him or her right to be a wife and

a husband. Marriage helps to safeguard one’s morality, that is, it stops one from committing

immoral act such as intermingling with people of the opposite sex or socializing.

Marriage reduces the possibility of one indulging in the act of homosexuality. Homosexuality is

not only against nature but is also seriously endangers one’s health. Homosexuals are or

bisexuals are much more likely to contract diseases such as AIDs and HIV from sexual

relationships than a man is who conducts sexual relationships with women. This is so because in

a woman/man relationship, only one way transmits disease whereas during a homosexual

relationship, there are two ways in which the disease can be contracted.

Marriage helps reduce the risk of abandoning a child born out of wedlock. Nowadays, formation

and the subsequent dumping/abandonment of an ‘unwanted child’ born out of wedlock is

considered to be something of great achievement.

Many university students get dragged into this act and consequently. They are left to struggle

and suffer greatly due to financial difficulties. Thus, fornication plays an extremely significant

part in the fall of society. A relationship of one-night-stand, cohabitation should not exist among

university students unless they are ready to sacrifice and endure for their partners through

marriage which fulfils the law since the holy book says “to flee sexual immorality, let every

man/woman marry his wife /husband”.


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Good marriages create happy individuals and families, stronger communities and a more stable

society which makes it an act of will, involving mutual gift. Without good marriage, family

culture saves the society from different problems will not be. Marriage ties a man and a woman

together and strengthens their relationships.

Marriage is one of the most important decisions one makes during a lifetime. Two people learn

to live in harmony and achieve wisdom together and live comfortably. A balanced emotional

climate in the home brings an anti-social attitudes (Aguitar, I Galbes, H. 2004). University

students’ tensions are well cushioned in a stable family environment. A home where love and

emotional balance presides is the most powerful weapon for keeping a young person away from

negative attitudes toward family formation.

Parental marital habits destructive and unbalanced, causes negative reactions among university

students. The nature of relationships out of marriage leads to temporal behavior devoid of

commitment. University students need to be nurtured. Be motivated, and be reassured. They

need role models and people who they can talk/confide in. Where families are broken and reflect

the state of society, university students do not receive the support they need; they are left

vulnerable to society’s ills and juvenile crime; leading to a life devoid of social responsibilities

and this degenerating cycle repeats. Marriage plays a part in saving one from fornication,

homosexuality and masturbation.

The cognitive immaturity that creates anxieties for the university students of marital dissolution

may sometimes lead to ego-identity problem as they become involved a antisocial groups and

activities.
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(Brag, 1988: Hetherington et al.: 1985) suggest that many university students’ may likely

experience a resurgence of problem behaviour which is characterized by denial, anger and

depression.

Munger and Morse (1972), conclude that an important factor in an adolescents’ development is

that an adolescent anger at a loss may be properly or poorly channeled.

Repressed anger due to parental marital dissolution may be channeled into destructive patterns,

which includes compensatory lying, self-doubt, self-estrangement, compulsive rituals, male-

violent dreams and many other behaviours associated with ego.

The attitude of university students’ of parental marital dissolution may likely become what

(Munger and Morse, 1992), described as escapism, which is the desire to run away, hide, or

disappear. Their attitude may take form of hostile behaviours designed to obtain sympathy and

attention. Munger and Morse (1992) revealed that university students’ stand helpless in parental

marital dissolution and may thus unattainable psychological compensation. Feeling of

insecurity, inadequacy and helplessness may likely make them to have attitudinal problem that

loss of self esteem becomes predominant.

Research has shown that adolescent experiencing parental marital dissolution may likely have

negative attitude toward family formation. Amato (1994), Morrison and Cherlin (1995) and

neighbours, Forehand, and Armistead (1972) have provided evidence that university students’

whose parents divorce have more behavioural, emotional and attitudinal problems than children

from two-parent families. These studies note that parental marital dissolution tend to cause

negative stresses for university students’ that influence their development and attitude to family

formation amongst other variables is one aspect that is almost always negatively affected.
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The family is the fundamental unit of society and the primary setting in which university

students’ develop virtue; the family is seen as the center of happiness where university students’

learn love, trust, loyalty, cooperation and service. They learn to behave in a community and

develop the attributes of good citizenship.

The health of any society lies in the strength of its families. Hence, strengthen families will

strengthen communities and nations. Home should be a heaven where everyone is free, safe,

respected and accepted, families are meant to love, serve one another, spend time together by

preparing and eating meals together, adopting family hobby, taking family vacations,

communicating effectively for expression of love and respect for one another.

Studies have shown that the effects of family disruption due to parental marital dissolution is

likely to point to higher level of aggression and acts of violent behavior in university students

(Felner, Farber, Ginter, Boike and Cowen, 1981). Other studies have shown lightened anxiety,

intense anger, loneliness, and somatic complains (Wallerstein and Kelly, 1975), along with

sadness, fear and depression (Kelly and Wallerstein, 1976).

For university students, parental marital dissolution had been shown to have likely potential

grave consequences. Schoettle and Cantwell (1980) have shown that university students’ who

experience family disruption due to parental marital dissolution may likely have an increased

possibility of impulse control problems and displays of antisocial behavior.

Research by Hetherington (1972) and young and Parish (1977) found parental marital dissolution

to likely effect the ego of the university students’ in terms of low self-esteem, problems with sex

role development and greater difficulties in interactions with members of the opposite sex. The
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university students’ may experience what Wallerstein and Kelly (1974) tagged ‘the loss of

external values’ when they experience parental marital dissolution.

The type of behavior (ego) problems and coping mechanisms differ for university students’ of

different ages. Younger university students’ response to situations is likely to be different due to

their limited cognitive and social competencies, their dependency on their parents, and their

restriction to the home (Hetherington, Stanley-Hagan and Anderson, 1989). Hetherington et al.

(1989) indicate that following parental marital dissolution younger university students are likely

to be less able to appraise accurately the dissolution situation, the motives and feelings of their

parents, their own role in the act and possible outcomes.

The university students’ may likely blame themselves for the marital dissolution of their parents,

may fear abandonment which may negatively affect their ego seeking. (Wallerstein, Corbin and

Lewis, 1988).

The cognitive immaturity that creates anxieties for the university students’ of marital dissolution

may sometimes lead to ego-identity problem as they become involved in antisocial groups and

activities.

Lloyd and Desan (1992) submit that in private and public universities, students whose parents

are separated are more likely to have negative attitude towards family formation more than

students whose parents are currently married and such students may be socially disadvantaged.

Booth and Brinkerhoof (1984) believe that ‘the dark side of parents’ marriages, may impact all

aspects of offspring’s marriages including the degree of matrimonial happiness and conflict”.
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Arnetto (2000) opines that adolescence period is “emerging adulthood” whereby the adolescent

had social and cultural expectations to fulfill and if the expectations are not fulfilled then, they

may not be done at any other time.

It is also a period of search for a “unique social identity”. They are usually confused between

right and wrong. Santrock (2005) declares it as, a period of “storm and stress” a developmental

stage of conflict; a psychological breakthrough in a person’s life when cognitive development is

rapid and the thoughts, ideas and concepts developed greatly influence the individual’s life and

play a major role in character and personality formation.

Conclusively, McLanahan and Sandefur (1994), stress that the loss of economic and social

resources may likely affect a university student’s self-motivation and attitude. They discovered

that university students who do not expect to form a family do not have a positive ego-identity

and high self-esteem, much of the research agrees that regardless of age, most university students

may likely not make a long term adjustment to parental marital dissolution.

Cherlin, Fuyrstenberg, Chase-Lansdale, Kiernan, Robins, Morrison and Teitler (1991)

discovered that the events in the home shortly before parental marital dissolution may be more

intensifying and may likely affect the university students’ attitude to family formation. Cherian

(1989) suggests that the home of parental marital dissolution could be a source of emotional

problems which might influence the ego-identity, and attitude of university students toward

family formation.
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1.2 STATEMENT OF THE PROBLEM

Marriage is the bedrock of every society, which impacts every university students as high self

esteem, self-worth, begins at home. A society that progresses is a society that has stable

families. The families, a social unit of every society is to be a safe haven where sweet aroma of

recreational activities like love, acceptance, tolerance, respect, dignity and others are generated.

Every university student is to have a home whereby he or she is accepted regardless and thus

looks forward to having one.

Alas, in our society today, precisely among university students in Ogun State Tertiary, Federal,

State/Public and Private universities, reverse is the case. No university student wants to be

involved in family formation, their ego is battered, their attitude toward family is questionable

because parental marital relationship has become highly questionable, in place of happy home is

a cultic activity, crimes ranging from stealing, maladjustment, pilfering and other antisocial

behaviours. Parent-child relationship is battered and university students tend to be detached

from life long commitment called family, due to parental marital dissolution, ego-identity which

has affected their attitudes toward family formation.

Thus, considering the importance of marriage, ego-identity and family formation, this study tend

to find out the relation of parental marital dissolution, ego-identity and attitudes of university

students in Ogun State tertiary, Private, Public and Federal toward family formation.
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1.3 RESEARCH QUESTIONS:

1. Will there be any significant relationship between parental marital dissolution and

university students’ attitudes toward family formation?

2. Will there be any significant relationship between ego-identity and university students’

attitudes toward family formation?

3. Will there be any significant relationship between parental marital dissolutions, ego-

identity and university students’ attitudes toward family formation?

4. What is the combine effect of parental marital dissolution ego-identity and university

students’ attitude toward family?

5. What is the relative effect of parental marital dissolution and ego-identity on university

students’ attitude toward family formation?

1.4 PURPOSE OF THE STUDY:

The purpose of this study is to investigate the parental marital dissolutions, ego-identity and the

attitudes of university students toward family formation in Ogun State Tertiary, Federal,

State/Public and Private Universities all in Ogun State.

It shall also see if parental marital dissolutions shall not significantly influence the attitudes of

male and female university students in Federal, State/Public, and Private universities and to see if

ego-identity shall significantly influence the attitudes of universities students in Ogun State

Tertiary Federal, Private and State Public universities toward family formation in Ogun State.
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Conclusively, it shall find out if there will be no significant relationship between parental marital

dissolutions, ego-identity and attitudes toward family formation in Federal, state and

private/public university students.

1.5 SIGNIFICANCE OF THE STUDY:

This study shall help to educate the counselors who would suggest to the government to establish

marriage counseling centers across the state which would counsel would-be-couples, university

students and already existing couples to understand that parental marital relationship may not

necessarily affect their attitude toward family formation since they are individuals that determine

how they want to live.

The teacher would equally benefit from this study as they would be in a better position to

educate their students, especially (university students) across the state on the importance of

marriage as the bedrock of the family which benefits the society largely. The university students

will be educated from this study in that they would understand that their parents’ marital relation,

ego-identity may not necessarily affect their attitudes toward family formation because they too

are major decision makers in the society and without marriage, there cannot be a continuity in

the society and there may not be complement of in competencies.

The government/non-governmental agencies on the other hand shall be educated to know that

they owe an obligation to parents, teachers, and university students in establishing marriage

counseling centers across the state for both pre and post marriages.
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Parents shall also benefit from this study because they would understand that their marital

behavior affect positively or negatively the university students’ attitude towards family

formation.

1.6 SCOPE OF THE STUDY:

This study shall be delimited to all randomly selected male and female university students from

Ogun State Tertiary, Federal, State/Public and Private universities in Ogun State, (Ages 18 and

above which is the marital age) from various educational attainments.

1.7 OPERATIONAL DEFINITION OF TERMS

Marriage: This is the union of a matured man and a matured woman, a civil status of one

man and one woman united in law for life.

Parental Marital Dissolution: Formerly known as divorce is the ending of a marriage

before the death of either of the spouse, the separation, annulment and termination of a marriage.

It is also the legal act of terminating a marriage when in the opinion of the judge; differences

between the parties have caused the irreconcilable and permanent breakdown of the marriage

(Larson, 2006).

Ego-Identity: This is the conscious sense of self that one develops through social

interaction; the ego is that part of the identity which has been modified by the direct influence of

the external world. .. The ego represents what may be called reason and common sense, the

organized part of the personality structure which includes defensive, perceptual, intellectual-

cognitive, and executive functions.


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University Students: These are teenagers, youths and generally, young persons of late

childhood (13 years) and early adulthood (29 years) who are members of university of

Agriculture, Babcock and Olabisi Onabanjo Universities at the time of this study, who are under

the period of psychological, social and physical transition between childhood and adulthood

(gender specific, manhood or womanhood). The period of maturity from childhood to adulthood

which differs sociologically and culturally is a period according to World Health Organization

(WHO) between ten and nineteen years of age.

Attitudes: These are emotions that people get when they have other emotions. They are

positive, negative, or neutral views of an individual towards an event. They are judgments which

unconsciously affect response to stimuli.

Family: This is a group consisting of parents, (father and mother) and their children

and all others related to them by marriage or blood. According to the anthropologists, family is a

culture’s biological and marital kinship rules and patterns of reciprocal obligations (Day, 2003).

Family Formation/Family Ideologies: This refers to the pattern or arrangement consisting

of one or two parents and their children.


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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

This section is solely for reviewing related and relevant studies carried out by other researchers.

The review will be done under two major headings: Theoretical and Empirical.

The theoretical review will look at the ideas, opinions, views and suggestions of different writers

on the variables at work and the empirical will concentrate on the findings of other researchers as

related to the study.

The following areas will be reviewed under the theoretical framework:

1. The concept of marriage

2. Concept and Scope of Marital Dissolutions

3. Factors Causing Marital Dissolutions:

• Parents’ Religion and Dissolution

• Cultural/Ethnic Practices

• Family Values/Family Life

• Economic Factors

• Family Structure

4. Consequences of Marital Dissolutions


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5. University Students and Parental Marital Dissolutions

6. Ego-Identity

7. History of Family Formation

8. Family Ideologies/Beliefs

9. Relationship between Parental Marital Dissolutions, Ego-Identity and University

Students’ attitude toward Family Formation.

2.1 THEORETICAL REVIEW

Marriage is the union of two different surnames, in friendship and in love, in order to continue

the posterity of the former sages, and to furnish those who shall preside at the sacrifices to

heaven and earth, at those in the ancestral temple, and at those at the altars to the spirit of the

land and grain (Confucius). A social union or institution in which interpersonal relationships,

usually intimate and sexual, are acknowledge in a variety of wages, depending on the culture or

subculture in which it is found.

Two personalities merge on ideas, purposes, attitudes, possibilities, habits, friendship and

reinforce each other in progressive integration; hence, marriage is the union of the soul and body

closely associated to last as long as life lasts. Jain (1988), postulates that marriage is essential

for every individual.

The institution of marriage pre-dates reliable recorded history and cultures have legends

concerning the origins of marriage. The conduction and rules of marriages ramifications has

changed over time. One of the oldest known and recorded marriage laws is discovered from
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Hammurabi’s code, enacted in ancient Mesopotamia (cradle of civilization). Various cultures

have had theories on the origin of marriage. An example lies on a man’s need for assurance as to

the paternity of his children.

Marriage in English common law was a voluntary contract by a man and a woman, in which by

agreement they choose to become husband and wife. Edward Westermarck proposed that ‘the

institution of marriage has probably developed out of a primeval habit’. Group marriages which

involve more than one member of each sex, and therefore are not either polygamy or polygandy ,

have existed in history.

In Ancient Greece, no specific civil ceremony was required for the creation of a marriage – only

mutual agreement between the husband and wife who regard each other. In ancient Roman,

society, there was the traditional (conventional) form of marriage called ‘convention in magnum’

which required a ceremony with witness. A woman loses her family rights to inheritance of her

old family and gained them with her new one.

There was free marriage known as sine manu, where she remained a member of her original

family, kept under the authority of her father and kept her family rights.

During the early Christian era (30 to 325 CE), marriage was thought of a primarily, a private

matter, with not uniform religious or other ceremony being required.

In the 12th century women were obligated to take the name of their husbands and starting in the

second half of the 16th century parental consent along with the churches consent was required for

marriage. Christian marriages in Europe in 1545 were by mutual consent, declaration of

intention to marry and upon the subsequent physical union of the parties. The couple would

promise verbally to each other that they would be married to each other; the presence of a priest
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or witnesses was not required. The promise made to each other was known as the ’verbum’.

During the middle ages, marriages were arranged, sometimes as early as birth, and these early

pledges to marry were often used to ensure treaties between different royal families, nobles, and

heirs of freedoms.

In the early modern period, John Calvin and his protestant colleagues reformulated Christian

marriages by enacting the marriage ordinances of Geneva, which imposed the dual requirements

of state registration and church consecration to constitute marriage for recognition. In England

and Wales, Lord Hardwick’s marriage Act of 1753 required a formal ceremony of marriage,

thereby curtailing the practice of fleet marriage. Fleet marriage is a clandestine marriage

performed at fleet prison. In 1837, civil marriages were recognized as a legal alternative to

church marriages under the marriage Act of 1836. In Germany, civil marriages were recognized

in 1875, with a declaration of the marriage before an official clerk of the civil administration,

(From Wikipedia the Free Will Encyclopedia).

CONCEPT AND SCOPE OF MARITAL DISSOLUTIONS

Divorce or marital dissolution existed as far back as ancient Mesopotamia. The ancient

Athenians liberally allowed divorce, but the person requesting divorce had to submit the request

to a magistrate, and the magistrate could determine if the reasons given were sufficient.

Although, liberally granted in ancient Athens, divorce was rare in early Roman culture. As the

Roman Empire grew in power authority, however, Roman civil law embraced the maxim,

‘matrimonia debent esse libera’ (Marriages ought to b e free’), and either husband or wife could

renounce the marriage at will. Though civil authority rarely intervened in divorces, social and

familial taboos guaranteed that divorce occurred only after serious circumspection. Although
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divorce as known today, was generally prohibited after the 10th century, actions allowing the

separation of husband and wife and annulment of the marriage were well-known. What is

referred to as ‘separate maintenance’ (or ‘legal separation’) was termed ‘divorce a mensa et

thoro’ (‘divorce from bed to board’). The husband and wife physically separated and were

forbidden to live to cohabit together, but their marriage did not terminate (Wikipedia The Free

Encyclopedia)

CONSEQUENCES OF PARENTAL MARITAL DISSOLUTIONS

• Effects on the Marital Partners: Divorce may be seen as a sign of failure, and

divorced persons may feel that they have failed in one of life’s most important tasks.

Many persons often experience a sense of personal inadequacy. Disillusionment, and

depression, self-recrimination and thoughts of ‘what might have been’ if what they might

have done that may have made their marriage a success. Elumenthal, (1967) opines that,

‘divorced persons as a group show a consistently higher rate of drinking problems and

other signs of maladjustment (as well as mental disorder) than do non divorced persons.

A divorced person may likely face difficult adjustments like coping with less of security,

guilt and self-recrimination, the cessation or disruption of sexual satisfaction and

financial problems. Feelings of alienation and loneliness may add to the stress, sense of

rejection leading to feeling of hurt and self devaluation may equally be felt by the

divorced partners.

• Parental Marital Dissolutions and Children: Coleman (1970) suggests that children

are most likely affected by parental marital dissolutions. A number of studies conducted

by Coleman (1970) have shown that children of parental marital dissolutions are more
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likely emotionally disturbed, delinquent and maladjusted than more adolescents of intact

marriages. University students may be severely traumatized by the breakup of their

homes, particularly if the home was formerly happy and if they are emotionally close to

their parents. Often, the university students’ is torn by dual loyalties and may be hurt by

emotional involvement in the marital entanglement. Parents may be caught up in their

own bitterness and unhappiness to be concerned about helping ease the pain for their

children/adolescents. Pollack, 1967, puts it this way: “They (parents) fail to shield their

youngsters from the confusion, pain and shock which darkens so many broken homes.

They tend to neglect to subordinate their real or imaginary grievances against each other

by failing to work together for their children’s best interest”. The university students

tend to carry emotional scars that may handicap them in all close relationships.

• Parental Marital Dissolutions and Children’s Marital Competencies: Saunders, M.,

Halford W. and Behrens, B (1999): Conger, R.; Cui, M.; Bryant, C. and Elder, G. (2000):

Amato and Booth, (2001) as contained in Horn, (2005) are of the opinion that marital

quality transmitted across generations through direct observation of parental behavior,

and through disruptions in parents-child relationships, might account to children’s

marital competencies and in competencies. Congo et al, (2000) submits that university

students and children are placed at risk for future marital instability through the process

of observational learning. Hence, university students whose parents are martially

distressed may have fewer opportunities to observe positive social skills (such as

resolving conflict cordially, support and compromising) that facilitate fulfilling, long-

term relationships. Stocker and Youngblade (1999) found out that there might likely be a

relationship between parental marital dissolutions and adolescents’ marital competence.


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A university student who observes the parents’ hostility and negative effect as both

quarrel in the kitchen, may likely model those negative interpersonal behaviours in his

own peer relationship Dadds, Alkinson, Turner, Blunns and Lendich (1999).

• University Students and Parental Marital Dissolutions: Parental marital dissolutions

threaten a child’s world. The divorcing parents most often are engaged and carried away

by their own problems that the university students most often may be neglected. As the

parents divorce, the children appear confused and insecure with the unrealistic idea that

their parents may get reunited, (Walterstein and Kelly, 1992).

Children of the divorced get depressed, lack concentration in school, have emotional

problems and may find it difficult in maintaining a stable relationship and most times

may become social miscreants and as a result, their attitudes to family formation may be

influenced. Walterstein and Blakeslee (1992), opines that two-thirds of young women

are usually anxious about making the same mistakes as their parents, and may express

fears about marrying the wrong person.

Santrick (2005) opines “the daughters of the divorced parents are likely to have a more negative

opinion of males and family than did the girls from other family structures”. They distrust men

and women are afraid of having family because of what was experienced at home – adolescents’

observation of their parental marital relationship.

Wyndol and Elizabeth (1998) in Santrick (2005) believes that university students with a secure

attachment to parents are more likely to approach family and relationships with closeness,

warmth, romance and intimacy, whereas university students with insecure attachment to parents

may approach family relationship with dismissing unresponsive attitude. They may equally
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immerse themselves into relationships as to insulate themselves from the stress of disjointed

parental relationship as witnessed at home.

There are however, identity formation strategies which a university student uses to adapt to a

changing world (Cote and Levin, 2002, p. 3-5) particularly when parental marital relationship

may likely affect positively, their attitudes toward family formation:

Psychological Symptoms Personality Social Symptom

Symptoms
Refuser Develops cognitive blocks that Engages in child like Shows extensive
prevent adoption of parent role behavior dependency upon
schemes other and no
meaningful
engagement with the
community of adults
Drifter Possesses greater psychological Is apathetic toward Has no meaningful
resources than the refuser (i.e. application of engagement with or
intelligence, charisma) psychological commitment to adult
resources communities
Searcher Has a sense of dissatisfaction due to Shows disdain for Interacts to some
high personal and social imperfections within degree with role-
expectations the community models but ultimately
these relationship are
abandoned
Guardia Possesses clear personal values Identity is almost Sense of social
Sense of personal and attitudes, but exhausted by sense of identity and strong
n also a deep fear of change social identity identification with
adult communities
Resolver Consciously desires self-growth Accepts personal Is responsive to
skills and communities that
competencies and provide opportunity
uses them actively for self-growth

There are other classifications by Kenneth Gergen which include the strategic manipulator, the

pastiche personality, and the relational self. The strategic manipulator is a person who begins to
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regard all senses of identity as role-playing exercises and who gradually becomes alienated from

his or her toward a true or essential identity, instead views family formation.

The relational self is a perspective by which person abandon all sense of exclusive self, and view

all sense of identity in terms of social engagement with others. (Identity: Definition from

Aswers.com):

HISTORY OF FAMILY FORMATION

Scientists believe that family life began among prehistoric people more than 30,000 years ago.

This is so because of the infant’s need of care and the mother’s ability to nurse the child. The

earliest prehistoric people lived in groups made up of several families. They moved from place

to place, hunting animals and gathering wild plants for food.

Everyone worked for the survival of the group searching for food. At first, the early people

hunted small animals. In time, they developed the means to kill or capture large animals. The

hunting of large game for survival eventually led to division of labor between men and women.

The women gathered plants and animals near the home whereas the men went for large games.

The division of labour made men and gain power within the family. Family’s wealth depended

on its herd which the father controlled. This control of the family herd gave the father enormous

economic control/power over the family which eventually led him to be head of the family. The

family served as a means for passing on of land, properties, values, principles, norms and

customer to the next generation.

The home is the center of family activities which include caring for university students, playing

games, watching television, keeping house and entertaining friends. In the home, university
24

students learn basic social skills such as how to relate with peers and friends. A family’s home

life is influenced by members within and without. (The World Book Encyclopedia)

Hence, family formation is a formation period for a family, when a couple begins to develop a

serious relationship, gets engaged, or starts living together, and it usually continues for a period

of time. During this period says Day (2003), a couple begins to form a family cycle creating

rules of transformation and daily, monthly, and yearly routines and cycles. They construct

unique patterns of problems solving and decision making and ways of relating to friends and

relatives which may affect the children positively or negatively.

Day (2003) continues to say that the family formation period, is a period when families get to

know each other by spending time together and deciding how their family would be like the

family she grew up in and different from and how their family would be like the family he grew

up in and different from it. It is a creative period as the new family may be constructing a

system that would be related to its environment and the changing world.

The ability to maintain or manage the family system opines Day (2003) may likely be due to the

formative period. At the maintenance or management stage, the family system becomes

relatively established and stable. The attention of the family may shift to different concerns like

child rearing, economic survival, ways of relating to changes in the environment and ways to

find fulfillment. This stage may to a large extent lead to disruption or not as many constructs,

opinions, routines, ideologies, and cycles may be forgotten and assumed (Day, 2003).

2.2 EMPIRICAL REVIEW


25

Furstenberg and Kierman, (2001) examined the relationship between parental divorce that

occurred during three time periods (childhood: age 7-16; transitional: 17-20; early adulthood: 21-

33 and various measures of psychological well-being and overall functioning. During the course

of the study, they discovered the adolescents experiencing parental divorce are likely to those in

post-childhood (i.e. both the transitional cohort and the early adulthood) and may likely have the

high frequency of cohabitation and increased dissolution of partnerships unlike those of intact

families.

(Furstenberg and Kierman, 2001) further discovered that the adolescents between ages 16-19

who experience parental marital dissolutions may likely be negatively impacted in their

attitude to family formation.

Ego-Identity and Parental Marital Dissolutions: Marital Satisfaction

The word ego is taken from Latin which is the nominative of the first singular personal pronoun

expressed as “I myself”. The Latin explains Freud’s German Das Ich which means “I”. Freud

has it that “the ego is that part of the Id which has been modified by the direct influence of the

external world… The ego represents what is called reason and common season… it comprises

of that organized part of the personality structure which includes defensive, perceptual,

intellectual-cognitive, and executive functions, conscious resides in ego”.

In Freud’s theory, the ego mediates among the id, the super-ego, and the external world. Its

major task is to find a balance between primitive drives and reality while satisfying the id and

super-ego. It is concerned with an individual’s safety and allows some of id’s desires to be

expressed. Ego usually has defense mechanism when id behavior conflicts with reality and the
26

society’s morals, norms, and taboos or the individual’s expectations as a result of internalized

morals, norms and taboos.

The ego is the mediator between the id and the super-ego, trying to ensure that the needs of both

id and the super-ego are satisfied. It operates on a reality principle and allows the id and the

super-ego to express their desires, drives and morals in realistic and socially appropriate ways. It

stands for reason and caution, developing with age.

Erick Erickson in his development of psychological theory of development developed the ego-

identity which may likely enhance a better understanding of marital satisfaction and marital

dissolutions. Marital relationships have long been a topic of concern in the field of marital

happiness and stability (Gleen, 1990: Hick and Platt, 1970; Spanier and Lewis, 1980). Research

has focused on the factors and partner attribution that are related to marital satisfaction (Arias

and Beach, 1987; Baucom and Epstein, 1990: Fincham Bradbury and Scott, 1990).

Gottman and Krokoff, (1989) indicates in their study that marital conflict is a likely indicative of

defensiveness, stubbornness and withdrawal which may lead to a less interaction resulting to

marital dissolution.

Appraisals of and Coping With Parental Divorce (Dissolution)

About six studies have assessed university students’ interpersonal experiences (i.e. emotions,

appraisals of meaning, coping strategies) of parental divorce and their likely psychological

adjustment.
27

Though six studies, only three addresses the likely appraisals of meaning or coping strategies for

university students’ of divorced parents (Lazarus and Folkman, 1984) provided a conceptual

framework which provides a glimpse into the possible impact of adolescents appraisal and

coping responses on psychological adjustment following parental dissolutions. (Lazarus and

Folkman (1984) suggest that the process through which humans make sense of everyday events

involves an ongoing process of cognitive appraisals (if stressful) coping mechanisms.

Lazarus and Folkman (1984) describe the appraisals of meaning as “the process of categorizing

an encounter and its various facets, with respect to its significance for well-being”. If the event is

categorized as a harm/loss, threat, or challenge, coping resources are likely to be mobilized

whereas initial appraisals of an event as stressful are the catalyst for the activation of coping

resources, “there is an unfolding shifting pattern of cognitive appraisal and reappraisal, coping

and emotional processes” that may last for a period of time (Lazarus and Folkman, p. 142, 1984).

KranzClark, Pryn and Usher, 91985) published one of the first studies specifically examining

adolescents’ general appraisals of meaning and coping strategic with parental divorce. Sheetz,

Sandler and West (1996) examined the likely dimensions of appraisals of parental divorce and

their likely relationship with psychological symptoms in a sample of children between the ages

of 8 and 12 who experienced parental divorce. They focused their appraisals on the negative

event “that may likely” threaten the person’s ego identity or personal commitments, such as self-

or social esteem, moral values or well being of other persons” (Sheetz Sandler and West, 1996,

p. 2167). (Sandler, Tein and West, 1984) examined the coping behaviours and adjustment of

parental divorce. They distinguished between four dimensions of coping, active coping,

avoidance, distraction and social support (Sandler, et al. 1994, p. 1745). The coping dimensions

follows a model of analysis and they found that avoidance coping (e.g. not thinking about event,
28

fantasizing that it did not happen may lead to a very high level of depression, anxiety, and

conduct problems.

Whereas the Following Areas shall be the Empirical Framework:

1. Links between parental marital dissolution and university students’ attitudes toward

family formation

2. Links between parental marital dissolution and university students’ individual

psychological maladjustment.

3. Links between parental marital dissolutions and non-clinical “psychological pain”.

4. Social vulnerability: The Dissolution of the sacred family life.

5. Ego-Identity and parent marital dissolutions: Marital satisfaction.

6. Links between parental marital dissolutions and parent-child relationships.

7. Appraisals of and coping with parental marital dissolutions.

2.3 APPRAISAL OF LITERATURE

From the various literature thus far reviewed, it is confirmed that parental marital dissolutions

and ego-identity may likely affect the attitude of university students in Ogun State toward family

formation.

Moreover, it is established that parental education and residence, parental marital dissolution,

adolescents and parental marital dissolution, parental religion, cultural/ethnic practice, family
29

values/Family life, economic factors, and family structure may massively affect university

students in their attitudes toward family formation.

University students could develop positive and promising attitudes toward family formation if

factors such as counseling, proper handling of marital affairs by parents, encouragement, support

and healthy parental modeling are put in place for them.

During the course of the study, it was discovered that there may likely be no single study that

discovered more than one aspect of parents’ marital dissolutions and ego-identity of university

students’ attitude toward family formation among Ogun State in Federal, public/state and

universities.
30

CHAPTER THREE

3.0 RESEARCH PROCEDURE AND METHODOLOGY

3.1 INTRODUCTION

This research work was carried out in Ogun state university through the use of standard

questionnaire. More so this section contains the methodology employed in the conduct of the

study, sample size and sampling technique, instrumentation (design and development or

adaptation, administration and scoring) and the analytical procedure for the testing of the

research questions.

3.2 DATA COLLECTION METHODS.

Data was collected with the aid of survey research. This entailed the use of a standard

questionnaire and the conduct of in-depth interviews. Four sets of questionnaires were designed.

1 parental marital dissolutions

2 ego-identity ,
31

3 attitudes of university students and

4 family formation.

This questionnaires were designed to solicit response from the interest groups for the purpose of

this research.

In addition to the questionnaires, interviews were conducted by the researcher to allow in-depth

examination of the issues involved.

3.3 SAMPLING METHOD AND SAMPLE SIZE.

Simple random sampling technique was used for questionnaire administration. 150

questionnaires were given out to the parents, academic and non-academic staff and students. 140

were returned which represents a ratio of 93.3%. for the parents, 40 questionnaires were given

out, the academic staff (professors, doctors and other lecturers ) 30 questionnaires were given

out, non academics 25 questionnaires were given out, students, 45 questionnaires were given out

which represents 100%.

3.4 METHOD OF DATA ANALYSIS.

Data collected were subjected to statistical analysis for empirical conclusion using the Pearson’s

product moment correlation.

3.5 FIELD PROBLEMS AND APPROACH OF RESOLUTION.


32

The awareness and the public’s positive perception of the relationship between parental marital

dissolution, ego-identity and attitudes of university students towards family formation in Ogun

state was not of a significant level. In view of this, the researcher sought the assistance of the

deans, head of departments, lecturers , students, parents and others which yielded a result of

90%.

Also, the parents, non-academic and academic staff, students and others were happy and

active in completing the questionnaires as they were of the opinion that the researcher would not

divulge their responses to the public. The researcher reassured them that their responses would

be treated with utmost confidentiality and 93.3% of the questionnaires were returned.

CHAPTER FOUR

4.0 DATA PRESENTATION ANALYSIS AND INTERPRETATION.

4.0.1 INTRODUCTION OF ORGANIZATION

The response of the respondents are presented at two levels. Firstly, the analysis of the bio-data.

Secondly, the research questions were tested based on the analysis of the field work.

4.0.2 ANALYSIS OF BIO-DATA

Table 4.2.1 sex of the respondents

SEX NUMBER PERCENTAGES

MALE 60 42.85%

FEMALE 80 57.15%

TOTAL 140 100%


33

From the above data, 42.85% of the respondents are males which represents the figure 60, while

57.15% are females which represents the figure 80.

Table 4.2.2 age distribution of the respondents

AGE NUMBER PERCENTAGE

16-20 22.5 16.07%

21-30 45 32.14%

31-40 52.5 37.5%

41 and ABOVE 20 14.29%

TOTAL 140 100%

From the table above, 16.07% of the respondents fell within the age of 16-20 years, 32.14 % of

the respondents fell within the age of 21-30, 37.5% fell within the age of 31-40 while 14.29% 0f

the respondents fell within the age group of 41 and above. The category of 31-40 years recorded

the highest number of respondents whereas the 41 and above recorded the lowest number of

respondents.

Table 4.2.3 respondent’s category

STATUS NUMBER PERCENTAGE

ACADEMIC/ 25 17.85%
NON ACADEMIC 32.3 23.21%

PARENTS 37.5 26.79%


STUDENTS 45 32.14%

TOTAL 140 100%


34

The data above reveals that 17.85% are academic inclined and 23.21%are non-academics while

26.79% are parents and 32.14% are students.

Table 4.2.4 educational qualification of respondents.

EDUCATIONAL NUMBER PERCENTAGE


QUALIFICATION

DIPLOMA 15 10.71%

BSC/BED/BA 40 28.57%

MSC/MED/MBA 60 21.43%

PHD 15 10.71%

PHD PLUS 12 8.93%

OTHERS 28 19.64%

TOTAL 140 100%

The above shows that all the respondents are literate though the level of qualification varies.

Table 4.2.5 marital dissolution

DISSOLUTION NUMBER PERCENTAGE

LEGAL 15 15.79%

ILLEGAL 35 36.84%

FORCEFUL 19 20%

WILLFUL 15 15.79%

NO REASON 11 11.58%

TOTAL 95 100%
35

From the above data, 15.79% of the divorce are legal while 36.84% are illegal divorce, 20% are

forceful divorce whereas 15.79% are willful divorce and 11.58% are for no reason.

4.3 PRESENTATION AND ANALYSIS OF RESPONSES TO QUESTIONNAIRES

Table 4.3.1 the number of students with parental marital dissolution

NUMBER PERCENTAGE

DIPLOMA STUDENTS 10 11.76%

DEGREE STUDENTS 22 26.47%


YEAR1

DEGREE STUDENTS YEAR 26 30.59%


2

DEGREE STUDENTS 14 16.47%


YEAR3

DEGREE STUDENTS YEAR 9 10.59%


4

POSTGRADUATES 4 4.12%

TOTAL 85 100%

From the above data, 11.76% diploma students suffer parental marital dissolution, while 26.47%

year 1 students are of parental marital dissolution, 30.59% of year 2 students are of parental

marital dissolution and 16.47% year 3 students are of parental marital dissolution. Whereas

10.59% of year 4 students are of parental marital dissolution and finally 4.12% postgraduate

students are also of parental marital dissolution making the figure a 100%

Table 4.3.2 student’s awareness of parental marital dissolution

NUMBER PERCENTAGE
36

YES 32 38.24%

NO 38 44.12%

NO COMMENT 15 17.64%

TOTAL 85 100%

The high rate of students that answered no is as a result of unawareness of the issue in the

society. This issue of parental marital dissolution awareness has affected the morale of students

in their academic performance as people with parental marital dissolution discuss with people

from intact homes and vice versa.

Table 4.3.3 marital dissolution experience

NUMBER PERCENTAGE

YES 20 50%

NO 15 37.5%

NO COMMENT 5 12.5%

TOTAL 40 100%

The high rate of YES comment is as a result of the issue of marital dissolution becoming the

order of the day in our modern society. Thus, under normal circumstances, our religion, tradition,

belief, norms, customs, folks, and culture in the Nigerian set up does not encourage, support or

administer marital dissolution of any type such as legal illegal, forceful, willful, no reason etc.

Table 4.3.4 parents’ reaction to marital dissolution


37

NUMBER PERCENTAGE

PARENTS ADMITTED 15 42.86%

PARENTS REJECTED 12 35.71%

PARENTS INDIFFERENCE 8 21.43%

TOTAL 35 100%

The high rate of respondents that admitted to this marital dissolution issue is due to the fact t that

modern society is encouraging marital dissolution/ single parenthood which is not part of

Nigerian culture, but western culture.

Table 4.3.5 analysis of marital dissolution

NUMBER PERCENTAGE

STRICTLY PRACTICED 11 22.83%

MERELY PRACTICED 14 43.10%

CAN’T DEFINITELY 2.5 7.69%

NO ANSWER 5 15.38%

TOTAL 32.5 100%

From the above data, it could be seen that 43.10% accepted that marital dissolution is merely

practiced in our society. By this the Nigerian society has never given support or approval to the

practice or marital dissolution as it is the importation of western culture/practice.

Table 4.3.6 marital dissolution, its effect on academic performance in a university /academic

environment.
38

NUMBER PERCENTAGE

SATISFACTORY 5 16.67%

NOT 19.5 65%

NO ANSWER 5.5 18.33%

TOTAL 30 100%

The above shows that people are not satisfied with marital dissolution practiced in the society as

it affects the performance in the university academic environment.\

4.3.7 CONTRIBUTION OF MARITAL DISSOLUTION TO ACADEMICS IN NIGERIA

EDUCATIONAL SECTOR.

The people in Nigeria are of the opinion that the impact of marital dissolution in university

academic environment has not contributed to the social and economic development of the

educational system especially in public, private, and students’ psychological, emotional, and

social needs win the university academic environment in Nigeria. The low standard in university

educational environment is due to marital dissolution practiced in Nigeria and in the world

generally.

4.4 ANALYSIS OF STUDENTS AND PARENTS’ RESPONSES

4.4.1 THE DIPLOMA STUDENTS

The responses received from the diploma students of the university revealed that marital

dissolution affects the morale and performance of their colleagues. More so, the impact of this

flows to those who are not of parental marital dissolution in the same academic environment,
39

(diploma) since the university environment is a social environment that accommodates all and

sundry and brings everybody to the same level.

4.4.2 THE DEGREE STUDENTS

A good number of our students from year one to year four cannot disassociate themselves from

this marital dissolution phenomena and how it has affected them negatively in their academic

pursuit and in their sociological aspect of life, while in school. Though they agree that not all the

students in the university academic environment are products of marital dissolution but this

social misfit aftermath has affected others as well. Moreover, the students of parental dissolution

are kept different/ away from, the other students not of parental marital dissolution and vice

versa.

4.4.3 THE POSTGRADUATE STUDENTS

From our investigation, it was observed that the postgraduate students are mixture of students

and parents. A good number of them are students but few from parental marital dissolution

homes while the married ones are also having a few percentage of parental marital dissolution at

their tender married life which means many of them embark on academics/further studies to

make up for the future life expectancy as life continues, either married, or not, either dissolute or

not.

4.4.4 THE PARENTS

A good number of the parents accepted that marital dissolution in Nigeria is real and has affected

the social and academic performance of their children and they themselves are not left out.

Though they agreed that they did not bargain/ hope for marital dissolution, but circumstance has
40

brought this , such as smoking, promiscuity, lies insincerity, dishonesty, insecurity, finance,

drunkenness, marital incompetence, pilferage, stealing, lack of love, cruelty, callousness, sexual

molestations, high expectations, impotence, and infertility, lack of wealth, lack of attention,

misappropriation of fund, pornography, habits, attitudes, peer influence, educational attainments,

parents’ education, place of residence, cultural and ethnic practice, siblings rivalry, values,

family structure and so many other factors.

4.5 TESTING AND INTERPRETATION OF HYPOTHESIS.

Basically, the hypothesis will be scientifically tested by using the mean, standard deviation and

the Z score mean. The hypothesis will be tested under a level of significance of 95% or 99% and

significance of 5% or 1%. The hypothesis are two tables

Hypothesis one

Null “h0” Alternative “h1”

The relationship between parental marital The relationship between parental marital
dissolution ego-identity and attitude of nigerian dissolution, ego-identity, and attitude of
universities. Its effects and negative university students in nigerian universities.
performance of the students in their academic How it does not affect the performance of the
pursuit and social life. students in their academic pursuits and social
life.

4.5a SAMPLE SIZE SELECTION


41

STATUS POPULATION PERCENTAGE PROPORTIO SAMPL PERCENTAG


SIZE S N OF E E
SAMPLE
SIZE

ACADEM 25 17.8% 50 11.60 17.9%


ICS
NON
ACADEM 32.5 23.21% 65 15.10 23.2%
ICS

PARENT 37.5 26.79% 75 17.41 26.8%


S
STUDEN
TS 45 32.14% 90 20.89 32.1%

TOTAL 140 100% 65 100%

From the above we can see that the different proportion of respondents to the questionnaire and

their relative percentages. The population size is 140, which can be divided amongst academic,

non-academic staff, and then parents and students.

4.5b QUESTIONS

The effect/ impact of parental marital dissolution, Ego-identity and attitude of university students

towards family formation in Nigerian universities.

VARIABLE (X) F FX X-X (X-X)2 F(X-Y)2

STRICTLY 4 11 44 1 1 11
PRACTICED

MERELY 3 14 42 0 0 0
PRACTICED

CANT 2 2.5 5 -1 1 1.5


DEFINITELY

NO 1 5 5 -2 4 20
42

ANSWER

TOTAL 32.5 96 32.5

The mean X

The formula for calculating the mean is given as:

X =∑(FX) OR ∑(FX)
F n
Where X = MEAN
F =FREQUENCY
X = values or variables
(fs) = sample size or number of observations
∑ = summation or addition
Q = standard deviation
Q = F(x-x) or F(x-x)
(f) (n)

However in calculating the presence of error in a calculated standard deviation of population

from a given substituted by (n-1) or E(f-1).

4.5c. therefore, the population standard deviation for a frequency distribution becomes

A = ∑f(x-x) or ∑F(x-x)
43

∑(f-1) n-1

Mean (x) =∑ (fx)


= 96
32.5 = 3.
Then the standard deviation of the population is given as

Q= F(x) or F(x)

(f - 1) (n)

= 32.5

32.5-1
= 1.0157 approx = 1.02.
In the above analysis, it could be interpreted that the mean of the sample is 3 ascribed to the false

response. There is every tendency that the submission of the impact of parental marital

dissolution, ego-identity and attitude of university students toward family formation in Nigerian

universities, is not new and problematic as people thought but non- compliance by parents,

academic/non-academic staff and students affects the morale and performance of our students in

higher institutions.

4.5

The hypothesis will be tested statistically by using the Z-score mean. The Z-score measures the

distance of an observation from its mean in units of its standard deviation. This will be done

under a confidence level of 95% 0r 90% and at a significant level of 5% or 1%.

There are two tailed hypothesis, thus showing acceptance, there are some questions which

require respondents to rank their responses or answers, the system of ascribing weights to the

responses will be employed.


44

The following options and weights could be ascribed,

OPTIONS WEIGHTS

STRICTLY PRACTICED 4

MERELY PRACTICED 3

CAN’T DEFINITELY 2

NO ANSWER 1

In relation to this, the average of the upper and lower values will be used to test the acceptance of

the hypothesis formulated.

Standard deviation = 1.02

Calculation of the population mean

Find the lower limit for the Z-score

Assumption= 1.96 (S.E mean)

=3+0.3130

= 3.313

Also 3-0.3130

=2.687

Using the lower limit = 2.687

Z= x-xl
45

=3-2.687 = 0313

= 3-3.1597 = 0.1597

= 1.9599

Z-score =1.96

Decision,

Since the Z-score falls within the acceptance region on the confirmation that 3 equals to 0.597

(3= 0.597) therefore the hypothesis H0 which has it that “the relationship between parental

marital dissolution, Ego-identity, and Attitude of Nigerian universities, it effects and negative

performance of students in their academic pursuit and social life” is accepted while H1 is

rejected. This statement the alternative is factual.

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION,

As the topic implies, relationship between parental marital dissolution, ego-identity and attitude

of university students towards family formation.


46

5.1 SUMMARY OF FINDINGS

The summary of my findings shows that a conscious effort must be made by the university

administration to ensure that the relationship between parental marital dissolution, ego-identity

and its attitude of university students must be positively felt I a manner that would inspire

confidence.

However, in spite of the importance of the impact of parental marital dissolution, ego-identity

and attitude of university students towards family formation in the university education and its

role in academic standard development, the university should provide avenue for constant

investigation to know where there are abuses of parents’ marriages that would affect the morale

of the university students and their social life.

Though this research work has proved that relationship between parental marital dissolution,

ego- identity and attitudes of university students towards family formation if not properly

managed affects students morale, academics and social life. As regards the hypotheses, the under

listed are proposed.

1. The relationship between parental marital dissolution, ego- identity and attitude of

university students towards family formation in Nigeria affects their morale, academic

and social life especially in the public universities.

2. The relationship between parental marital dissolution, ego- identity and attitude of

university students toward family formation in Ogun state does not affect the morale,

academic and social life of students in private universities

5.2 CONCLUSION
47

The university education should not forget its primary responsibilities. It should always

remember that the primary function of university education is to impart knowledge, conduct

research and discharge community work. In discharging these primary functions, the public

universities have failed due to flaws in close monitoring of the morale, academics and social life

of the university students of parental marital dissolution whereas the private universities have

excelled due to the effective monitoring of the, morale, academic and social life of the university

students of parental marital dissolution homes, thereby creating a healthy environment and image

for university education in Nigeria.

Finally, it could be properly said that university education in Nigeria will wear a bright and

smiling face if the universities will give a more befitting monitoring of the morale, academic and

social life of students of parental marital dissolution. The impact will be felt in terms of better

standard of education, academic improvement and excellence.

5.3 RECOMMENDATION

This study has shown that the relationship between parental marital dissolution, ego- identity and

attitude of university students towards family are not majorly felt in private universities due to

close monitoring of the morale, academic and social life of the students of parental marital

dissolution. Notwithstanding, it would be necessary to discuss some strategies that could be

employed to remedy this obnoxious image of parental marital dissolution in public universities.

5.3.1 Opinion polls

It may be useful to commission opinion polls and surveys aimed at finding out some of the way

in which the university education is perceived by the public and what the public expects from a
48

good usage on how to monitor properly the morale, academic and social life of students of

parental marital dissolution. Any useful information gathered should be positively responded to.

5.3.2 The press

The press must be recognized by the university administrators as a vital ally and useful partner in

the promulgation of proper and useful ways of monitoring the morale, academic and social lives

of students of parental marital dissolution. Press release on behalf of the university

administrators should be periodically released as a means of disseminating news about the

university education. It must be shown I such release that the university is capable of living up

and really lives up to its primary responsibilities.

5.3.3 Social responsibilities.

Sometimes, the image of university education is enhanced through identification with a worthy

public or communal activity such as family enrichment seminars, prudency campaigns, marriage

seminars and the importance of marriage and family life, such activities should be widely

publicized

5.3.4 Professionalism

In order to enjoy a good public image, the university education must employ qualified,

competent and reliable professional counselors/ administrators whose conduct and actions would

be governed by a code of conduct and professional ethics in close monitoring of morale,

academic and social lives of the students of parental marital dissolution.

5.3.5 Innovation
49

The relationship between parental marital dissolution, ego-identity and attitude of university

students towards family formation in Ogun state. Nigerian policies should be innovatively

modified to make them readable and understandable to the average persons.

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OLABISI ONABANJO UNIVERSITY


POST GRADUATE SCHOOL
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND MANAGEMENT
AGO-IWOYE, OGUN STATE
Dear Respondent
This questionnaire is purely academic in purpose and information(s) supplied herein, shall be
confidentially treated
Kindly respond to this and to the best of your ability.
Thanks in advance.
Yours sincerely
Mbaegbu, P. U.

APPENDIX 1
DEMOGRAPHICS DATA
1) What is your gender? Male ( ) Female ( )
2) Please tick who is solely responsible for the family income. Father ( ) Mother ( )
Both ( )
Answer the Following for the Primary wage earner in the family:
53

3) Kind of work mother does: Civil service ( ) Trader ( ) Farmer ( )


Housewife ( )
Tycoon ( )
4) Kind of work father does: Stock Clerk ( ) Farmer ( ) Supervising ( )
Filing ( ) Driving ( )

Answer the Following about your parent’s marriage:


5) Quarrelsome? ………………………………………………………………
6) Problem Free? ………………………………………………………………
7) Unified? ……………………………………………………………………….
8) Shakey?...........................................................................

Answer the Following about your family:


9) The relationship of people in your home is friendly ( ) Cordial ( ) Happy ( )
Sad ( ) Discouraging ( ) Encouraging ( )

APPENDIX 2
PARENTAL MARITAL DISSOLUTIONS SCALE

S/N SA A SD D
1. Have you moved to a new home?
2. Do you have a new brother or sister?
3. Has any family member recently moved out?
4. Have your parents gotten divorced?
5. Have your parents separated?
54

6. Are your parents living together?


7. Have your parents being arguing more?
8. Has either parent being away from home more?
9. Do you have a new stepfather or stepmother?
10. Has there been a change in how much money your parents have?

10. Has there been a change in how much money your parents have?

APPENDIX 3
EGO-IDENTITY SCALE

S/N SA A SD D
1. If find myself in jam, I could think of many ways to get out of it.
2. At the present time, it may energetically pursue my goals.
3. There are lots of ways around any problem I am facing now.
4. I prefer hobbies that make me happy rather than family formation.
5. I believe I can make a difference in the world.
6. I have learned that setbacks and disappointments are an inevitable part
of life.
7. I believe in ultimate purpose in life.
8. Life has treated me unfairly
9. I have doubt as to the kind of person my abilities will enable one
become.
10. There are times when I do not know what is expected of me.

APPENDIX 4
SECTION D: ATTITUDE OF UNIVERSITY STUDENTS’ SCALES

Here are some questions describing university students attitudes, only tick ( /) one statement.

S/N SA A SD D
1. I have a mutually satisfying loving relationship.
2. I believe there is order and purpose in family formation.
55

3. I accept what cannot be changed in my family.


4. Generally speaking, a person can take much better control of
himself and situations if he maintains an emotional distance
from others.
5. Because of my philosophy of life, I have faith in my self.
6. My evaluation of self-worth depends on the success of my
attitude in relationship.
7. When confronted with decisions for family formation, I usually
can discipline myself to make them.
8. Because of my philosophy of life, I have faith in my life.
9. My evaluation of self-worth depends on the failure of my
attitude in my parents marital affairs.
10. I have learned to live with suffering and make the best of it.

APPENDIX 5
FAMILY FORMATION SCALE

S/N A SA D SD
1. I don’t want a family
2. I don’t want to be like my parents who always argue and fight.
3. I don’t want to be told what to do in a family.
4. I have distanced myself from forming a family.
5. My idea of a family has changed negatively
6. Family issue seems less important to me.
7. I have shut down on family.
8. I have grown psychologically detached from family issues.
9. I do not consider myself member of a family.
10. There is no feeling of pleasure in forming a family.

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