Influence of Emotional Abuse on Upper Basic II Students’ Self Concept and Achievement in Social Studies in Jos-North, Plateau State

Ojodomo Idakpo; Ruth James UMARU

doi:10.56201/rjhcs.v11.no6.2025.pg64.72

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Influence of Emotional Abuse on Upper Basic II Students’ Self Concept and Achievement in Social Studies in Jos-North, Plateau State

Ojodomo Idakpo, Ruth James UMARU

Abstract

This study investigated the relationship between emotional abuse, self-concept, and academic achievement among upper basic II Social Studies students in Jos-North Local Government Area of Plateau State, Nigeria. Anchored on Baumrind’s Parenting Styles Theory, the research explored how abusive parenting practices undermine adolescents’ psychological well-being and educational outcomes. A qualitative phenomenological design was employed, involving a sample of 350 students and 21 teachers selected through stratified random and proportional sampling techniques. Data were collected using structured questionnaires validated by experts and tested for reliability through Cronbach’s alpha. Statistical analysis, including regression and t-tests, was conducted using SPSS. Findings revealed a significant relationship between self-concept and emotional abuse, indicating that students with higher self-concept reported lower vulnerability to emotional abuse. However, no significant relationship was found between emotional abuse and academic achievement, suggesting the possible buffering role of resilience and supportive school environments. Gender comparisons indicated no significant differences in the prevalence of emotional abuse, self-concept, or achievement. The study concludes that emotional abuse significantly undermines students’ psychological adjustment while its direct effect on achievement may be mediated by contextual factors. It recommends implementing social-emotional learning programs, promoting positive parenting practices, training teachers to identify signs of emotional abuse, and enacting protective policies. Further research is encouraged to examine the long-term effects of emotional maltreatment on learners’ holistic development.

Keywords

Emotional abuseself-conceptacademic achievementSocial Studiessecondary

References

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Influence of Emotional Abuse on Upper Basic II Students’ Self Concept and Achievement in Social Studies in Jos-North, Plateau State

Abstract

Keywords

References

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