A CRITICAL EVALUATIONS OF THE CAUSES, PREVALENCE, AND IMPLICATIONS OF ANTISOCIAL BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

The majority of secondary school students in Nigeria are adolescents. This is regarded as a transformation phase between childhood and maturity. The cultural goal is the preparing of children for adult responsibilities (Larson & Wilson, 2004).  According to Coleman and Roker, (1998), I It is an era of various transitions including education, training, occupation, and joblessness, as well as transitions from one living condition to another. 

However, it was observed by Goodie (2013) that secondary school students in Nigeria demonstrated antisocial conduct because most of them were adolescents who prefer to risk behaviors such sexual practices, abortion, rape, cultism, interring, lateness, and arrogance. These behaviours are detrimental to the students and others in their surroundings.

Furthermore, antisocial behavior is defined by Kimberly and Jacob (2002) as any act that causes bodily or psychological damage to other people or their property. According to them, lying, stealing, attacking others, being nasty to others, and being sexually promiscuous are all examples of antisocial conduct. Also, such activity may occasionally represent a breach of legal rules, and it is frequently performed through disruptions of thoughts and emotions.

Clare (2006) defined antisocial behavior as marful behaviors marked by conversion and overt animosity and purposeful aggressiveness towards others. According to Clare (2006), a high risk factor in the home context may produce antisocial behaviour in students. These variables include parental alcoholism, drug addiction, chaotic and unstable family life, absence of good, death or other separative parenting skills, parental mental problems, maternal depression, economic anguish owing to poverty, and unemployment.

Other factors of antisocial behaviour include extensive exposure to media violence via television, movies, the internet, video, games, and cartons (Clare, 2006).  He suggested that indulging in antisocial activity posed a considerable harm to an individual's mental and physical health. It boosts the risk of alcoholism, cigarettes, smoking, illicit drug use, excessive sexual activity, depression, and indulging in aggressive actions against others and oneself. In other words, the greatest risks of interpersonal and intra-personal consequences of antisocial behaviours are those with disabilities.

One of the types of students that are prone to antisocial conduct includes those with impairments, even young ones. According to Hallathan (2006), antisocial behavior may be overt, including hostile activities towards siblings, parents, friends, teachers, or other adults, such as verbal abuse, bullying, and striking, or covert, involving aggressive actions against property, such as theft, vandalism, and fire-setting. Covert antisocial behavior in early childhood may involve disobedience, sneaking, lying, or surreptitiously harming another's property. Antisocial behaviors could include drug and alcohol misuse. Antisocial conduct is visible when a person finds it extremely difficult to comply to the rules or standards of a social context like school. Kay (2012) claimed that antisocial conduct may typically be described as an overall lack of conformity to the social norms and standards that enable members of a community to co-exist peacefully. According to Kayne (2012), many persons who demonstrate this style of conduct may look attractive, but they frequently inflict damage to others and show no regret for their acts. Antisocial behaviors interact in intricate ways to psychological processes, home and school social settings, and emotional and cognitive pathways. As many as half of all secondary school students who display antisocial behavior patterns continue to do so throughout adolescence, and as many as 75 percent of adolescents who exhibit antisocial conduct do so into early adulthood. Antisocial students who demonstrate externalizing tendencies have been the major focus of study and of school intervention initiatives. These are the students who commit legal offenses and are caught. They frequently get entangled with the juvenile justice system. This is a legal term given to a student under the age of 18 who has done an unlawful conduct. Despite the fact that many students are formally delinquent at the same time throughout their childhood, just approximately 3 percent are judged each year (Kauffman, 2016). The bulk of crimes perpetrated by students are non-violent offenses including stealing, forceful rape, and abortion (Snyder, 2000). 

1.2   Statement of the Problem

Antisocial behaviour emerges and is moulded in the context of coercive socialization within the family, community, and educational setting. It is also impacted by the students’ temperament and irritability, cognitive capacity, the extent of participation with deviant classmates, exposure to violence, and a weakness in cooperative problem-solving abilities. Antisocial behaviour is typically accompanied by other behavioral and/or developmental issues such as hyperactivity, depression, learning challenges, and impulsivity. Multiple risk factors for the development and maintenance of antisocial behaviors include genetic, neurological, and environmental stresses starting at the prenatal stage and frequently continuing throughout the childhood years.

1.3   Purpose Of The Study

The study generally will evaluate the causes, prevalence ad implications of anti-social behaviour among secondary school students. This therefore gave rise to the following specific objectives;

1.        Identify the factors influencing anti-social behaviour among secondary school students.

2.        Determine the prevalence of anti-social behaviour among secondary school students

3.        Ascertain the the consequences of anti-social behaviors among secondary school students.

4.        Determine whether there a difference in government and private schools with respect to the prevalence of antisocial behavior among adolescents.

1.4 Research Questions

The study will be guided by the following questions;

1)        What are the factors influencing anti-social behaviour among secondary school students?

2)        What is the prevalence of anti-social behaviour among secondary school students?

3)        What is the consequences of anti-social behaviors among secondary school students?

4)        Is there a difference in government and private schools with respect to the prevalence of antisocial behavior among adolescents?

1.5       Significance of the Study

School-based programs from early childhood onward that teach conflict resolution, emotional literacy, and anger management skills have been shown to interrupt the development of antisocial behavior in low-risk students. Students who may be at higher risk because of difficult family and environmental circumstances will benefit from more individualized prevention efforts, including counseling, academic support, social-skills training, and behavior contracting.

Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the causes, prevalence, and implications of anti-social behaviour among secondary school students.

1.6 Scope Of The Study

This study is focused on the causes, prevalence ad implications of anti-social behaviour among secondary school students. The study is however delimited to the factors influencing anti-social behaviour among secondary school students, the prevalence of anti-social behaviour among secondary school students, the the consequences of anti-social behaviors among secondary school students, and the difference in government and private schools with respect to the prevalence of antisocial behavior among adolescents.

The respondents for this study will be obtained from some selected secondary schools in Warri, Delta State.

1.7 Limitation Of The Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.8      Definition Of Terms

Behavior: is the way in a person behaves in responses to a particular situation or stimulus. It can also be refers as the way in which one acts or conducts oneself, especially towards others.

Antisocial Behavior: is an unwilling or unable to associate in a normal or friendly way with other people. It can also be defined as contrary to the laws and customs of society, in a way that causes annoyance and disapproval in others.Antisocial behaviour is also defined as behaviour by a person which causes or is likely to cause harassment, alarm or distress to one or more persons not of the same household as the person.

Academic Performance: is the outcome of education, the extent to which a student, teacher or institution has achieved their edu

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