Preferences help
enabled [disable] Abstract
Number of results
2020 | 145 | 354-365
Article title

Influence of Family Dysfunction and Emotional Intelligence on School Dropout Intention among Police Officers’ Children in Lagos State

Title variants
Languages of publication
The rate at which students are dropping out of schools in recent time is worrisome and it calls for serious interventions from educational stakeholders. Education is very expedient for the development of an individual as well as that of any society that aspires to be relevant in the 21st century. Education, at all levels, is associated with a set of positive factors for work life, social and personal wellbeing as well as the improvement of the economy of any nation. It can then be deduced that education is sine qua non to the development of an individual and that of any nation. Dropping out of school is not only detrimental to the individual but also increases the likelihood of unemployment, violence activities, kidnapping thuggery, armed robbery and other social vices. This study, therefore, investigated the influence of family dysfunction and emotional intelligence on school dropout intention among police officers’ children in Lagos state. This study employed a survey research design. The study made use of simple random sampling technique. Two hundred and twenty (220) respondents comprising 98 males and 122 females from two police secondary schools in Lagos state were used for the study. Three Standardised instruments were used in collection of data for the study. These are: School dropout intention scale (alpha = .84) family dysfunction scale (alpha = 0.85) and emotional intelligence scale a = .88). Data from the study were analyzed using the Pearson Product Moment Correlation (PPMC) and multiple regression analysis (ANOVA). The result revealed that the two independent variables had significant relationship with dropout intention among police officers’ children. Family dysfunction (r = .902, p < .05), emotional intelligence (r = .383, p < .05. Also, the two factors jointly contributed 41.2% of the variance to dropout intention among the police officers’ children.(Adj. R2 = .412) In terms of magnitude of contribution, family dysfunction made the most significant contribution (Beta = .223, t = 2.429, p < 0.05) followed by emotional intelligence (Beta = .106, t = 2.115, p < 0.05) Based on these findings, the study concluded that dropout intentions of police officers’ children are determined by family dysfunction as well as emotional intelligence. Recommendations and suggestions were offered to various significant stakeholders.
Physical description
  • Department of Counseling and Human Development Studies, University of Ibadan, Oyo State, Nigeria
  • [1] Adeyemo, D. A. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychology and Developing Societies, 19(2), 199-213
  • [2] Akhtar, S, 1996. Do Girls Have a Higher School drop-out Rate than Boys? A Hazard Rate Analysis of Evidence from a Third World City. Urban Studies, 33(1): 49-62
  • [3] Ángel-Castillo, M., & Torres-Herrera, M. (2008). The lack of academic achievement in the new family structure models. Universitas Psychologica, 7(2), 403-409
  • [4] Astone, N.M and Upchurch, D.M. (1994). Forming a Family, Leaving School Early, and Earning a GED: A Racial and Cohort Comparison. Journal of Marriage and Family 56(3), 759
  • [5] Brown & Park (2002). Cited in Srivastava, P. (2012) Psychosocial factors of dropout students in elementary and Middle schools. Rajeev Gandhi Shiksha Mission Project. SoS in Psychology, Pt. Ravishankar Shukla University, Raipur.
  • [6] Chan, D. W. (2005). Family environment and talent development of Chinese gifted students in Hong Kong. The Gifted Child Quarterly, 49(3), 211-221
  • [7] Dacre Pool, L., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306-312
  • [8] Demo, David H., and Alan C. Acock. (1996). Family structure, family process, and adolescent well-being. Journal of Research on Adolescence, 6, 457-488
  • [9] Goleman, D. (1995). Emotional intelligence. New York, NY, USA: Bantam.
  • [10] Levin HM, Belfield CR. Educational interventions to raise high school graduation rates. In: Belfield CR, Levin HM, editors. The price we pay: Economic and social consequences of inadequate education. Washington, DC: Brookings Institution Press; 2007. pp. 177-199
  • [11] Marquez, P. G., Martin, R. P., & Bracket, M. A. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psichothema, 8 (Supl.), 18-28
  • [12] Nelson, D., & Nelson, K. (2003). Emotional intelligence skills: Significant factors in freshmen achievement and retention. Anaheim, CA: American Counseling Association.
  • [13] Pekrun R, Elliot AJ, Maier MA. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology 98: 583-597
  • [14] Robert, W. and Allen, William (2011). High school dropouts returning to study: The influence of the teacher and family during secondary school. Australian Journal of Teacher Education: Vol. 36, Iss. 9
  • [15] Roberts, R. D., Schulze, R., & MacCann, C. (2008). The measurement of emotional intelligence: A decade of progress? In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.). The SAGE handbook of personality theory and assessment, Vol. 2. Personality measurement and testing (p. 461–482).
  • [16] Roso-Bas Jiménez and García-Buades. Emotional variables, dropout and academic performance in Spanish nursing students. Nurse Education Today Volume 37, February 2016, Pages 53-58.
  • [17] Rupo, B. (2012). School Dropout across Indian States and UTs: An Econometric Study. International Research Journal of Social Sciences. Vol. 1(4), 28-35
  • [18] Saarni, C. (1999). The Development of Emotional Competence. The Guilford Press, NYC.
  • [19] Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination. Cognition and Personality, 9, 185-211
  • [20] Schutte NS, Malouff JM, Bobik C, Coston TD, Greeson C, Jedlicka C, Rhodes E, Wendorf G. (2001). Emotional intelligence and interpersonal relations. J Soc Psychol. 4, 523-536
  • [21] Uruk, Ayse C.; Sayger, Thomas V.; Cogdal, Pamela A. (2007). Examining the Influence of Family Cohesion and Adaptability on Trauma Symptoms and Psychological Well-Being. Journal of College Student Psychotherapy, 22, 2, 51-63
  • [22] Uwaifo, V. O. (2008). The effects of family structure and parenthood on the academic performance of Nigerian university students. Studies on Home and Community Science, 2(2), 121-124
  • [23] Yara, P.O., amd Tunde-Yara, B. A. (2010). Broken homes and academic performance of adolescents in secondary schools in Ibadan Nigeria. The Journal of International 103 Social Research, 3(12), 469-487.
  • [24] Zill N, Morrison DR, Coiro MJ. (1993). Long-term effects of parental divorce on parent-child relationships, adjustment, and achievement in young adulthood. Journal of Family Psychology 7, 91-103
  • [25] Zimiles, H., & Lee, V. E. (1991). Adolescent family structure and educational progress. Developmental Psychology, 27(2), 314-320
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.