INFLUENCE OF DOMESTIC VIOLENCE ON EMOTIONAL INTELLIGENCE OF SECONDARY STUDENTS IN PORT HARCOURT METROPOLIS

TOPIC IS SUITABLE FOR:

1-Department of Psychology

2-Department of Guidance and Counselling

3-Department of Educational Psychology

4-Department of Sociology

TOPIC: INFLUENCE OF DOMESTIC VIOLENCE ON EMOTIONAL INTELLIGENCE OF SECONDARY STUDENTS IN PORT HARCOURT METROPOLIS

TABLE OF CONTENT 

Cover page

Title page

Dedication

Certification

Acknowledgement

Abstract

Table of content

CHAPTER ONE: INTRODUCTION

1.1 Background of the study

1.2 Statement of the problem

1.3 Aims and objectives of the study

1.4 Research questions

1.5 Hypotheses

1.6 Significance of the study

1.7 Scope of the study

1.8 Operational definition of terns

CHAPTER TWO: LITERATURE REVIEW

2.1 Conceptual review

2.2 Theoretical review

2.3 Empirical review

2.4 Summary of literature review

CHAPTER THREE: METHODOLOGY

3.1 Research Design

3.2 Area of the study

3.3 Population of the study

3.4 Sample and sampling techniques

3.5 Instrument for data collection

3.6 Validity of the instrument

3.7 Reliability of the instrument

3.8 Administration of the instrument

3.9 Methods of data analysis

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION

4.1 Presentation of result

4.2 Summary of the findings

4.3 Discussions of the findings

CHAPTER FIVE: SUMMARY. CONCLUSION AND RECOMMENDATION

5.1 Summary of the study

5.2 Conclusion

5.3 Recommendations

5.4 Limitations of the study

5.5 Suggestions for further research

Reference

Appendix 

ABSTRACT

This research paper reviewed the “Influence of Domestic Violence on Emotional Intelligence of Secondary Students in Port Harcourt Metropolis”. The aims were to establish how domestic violence affected the emotional awareness of students, explore how it affected self-regulation skills, how it affected the level of empathy, and how it affected social skills and relationship management. Descriptive survey research design was implemented and the population was 200,000 secondary school students in Port Harcourt Metropolis. With the formula used by Taro Yamane, a sample size of 399 was calculated and 380 valid responses were obtained using the structured questionnaire using a four-point Likert scale. The instrument was subjected to experts and reliability was tested with Cronbach Alpha which confirmed high reliability. Research questions were answered by data analysis through descriptive statistics (mean and standard deviation) and hypothesis was tested using Pearson Chi-square correlation at 0.05 significance level. The results showed that domestic violence had a strong effect on the emotional intelligence of students, with all scores being above the 2.50 cutoff point: emotional awareness (M = 3.12, SD = 0.72), self-regulation (M = 3.05, SD = 0.68), empathy (M = 3.08, SD = 0.70), and social skills/ relationship management (M = 3.01, SD = 0.74), and all of the Pearson correlation results were statistically significant (r It is on the basis of these findings that it was proposed that parents, guardians, and school administrators ought to be actively engaged in adopting non-violent practices and conducting emotional intelligence programs, whereas the government and stakeholders ought to enforce child protection policies and interventions that could be supportive to the adolescents in improving their emotional and social competencies to counter the negative impact of domestic violence.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study

Throughout history, the behaviours exuding conflict and imbalance in interpersonal relationships have been a challenge that the human societies have struggled with. These are practices, which are usually deeply rooted in the social and cultural systems in ways that impact both the individuals and societies. One of these manifestations is the phenomenon that takes place in intimate or familial space where the damage is caused not by strangers but by those who should have trust and kinship bonds. As Zakri et al. (2024) claim, this trend of damage is not only physical but also emotional, psychological, and social. This behaviour, as Arisukwu et al. (2021) remark, threatens the robustness and soundness of the family entity, which will, by necessity, influence the pattern of development of younger members. It is a behavior that is always evident in any society and any age and is commonly known as domestic violence.

In the area of psychological and education, emotional intelligence has become a significant construct in the comprehension of the personal and social functioning. EI is the ability to feel, read, learn and utilise emotion in different situations (Ogunola & Odusole, 2024). Julius (2023) describes that emotional intelligence does not only entail the ability to identify personal emotional states but also the capability to empathise and control interpersonal relationships. Emotional intelligence is important in adolescence and this is supported by the fact that it is correlated with academic engagement, mental well-being as well as adaptive social behaviour. Within the framework of secondary school learners, Adeyemi and Osenweugwor (2024) point out that emotional intelligence determines resilience, decision-making, and good relationships with peers, and thus it is a critical skill to learn early in life.

The areas of interest as far as nexus is concerned are emotional intelligence and domestic violence. The studies indicate that a long-term exposure to domestic violence may influence the formation of emotional skills (Obungwah, 2022). According to Apeh and Bernice (2022), such experiences tend to affect the ability of adolescents to interpret emotional stimuli, manage impulses, and interact with others. Such modified competencies can be applied in the educational environment in terms of inability to sustain positive relations with peers or understand the feedback provided by teachers adequately. Jasim and Naji (2021) also state that, in case of adolescents developing in the environment where the conflict resolution process is presented as an aggressive one, their emotional intelligence can develop in the way that supports the maladaptive patterns. Therefore, research on this association is essential in explaining the larger implication of the domestic environment on socio-emotional development in adolescence.

Emotional awareness that is the capacity to detect and understand personal and other people emotions is one of the key points of emotional intelligence. Ogunola and Odusole (2024) state that emotional awareness is the basis on which other emotional competencies are developed, which impacts empathy, self-control, and communication. During adolescence, this competency is critical in identity development and the development of self-concept (Ezebube & Emeka, 2023). But the character of bringing up and relations with people in the family environment is a significant factor that leads to either perfection or distortion of this ability. As it has been stated by Seyyedyan et al. (2021), unstable or hostile environments can precondition young people into misinterpreting emotional cues, which contributes to the development of their awareness in a way that is different than their peers who grow up in more supportive environments.

Self-regulation is another significant element of emotional intelligence; this is the ability to control the emotional reactions according to the needs of the situation. Self-regulation is significant as far as solving of conflict, repression of impulses, and being calm under pressure (Otor & Jato, 2023). In the case of secondary school students, this skill is also directly connected with classroom behaviour, academic perseverance, and acceptance among peers (Mustapha, 2022). Within the framework of the domestic interactions, family relations and parental modelling have a significant effect on the development of self-regulatory skills. According to Ahman (2021), people brought up in unsafe or inconsistent emotional conditions since childhood can develop the tendency to overreact or withdraw emotionally, and the practices can affect their flexibility in learning and social life in the long term.

Directly connected to emotional awareness and self-regulation is empathy which is the capacity to be able to put yourself in the position of others and feel what they are feeling. Empathy helps adolescents to relate to each other in a meaningful way, learn how to navigate social diversity, and become a part of collaborative learning situations (Okeke & Amadi, 2022). Akpunne et al. (2022) emphasize that empathy is commonly developed in the context of mutual relations in the family where the care, understanding, and emotional validation are shown as an example. On the other hand, situations in which conflict is the most likely to occur can reduce the chances of such modelling, which can influence the ability of the adolescents to engage in empathetic situations. Nyaranga et al. (2022) also state that empathy gaps at adolescence may affect social trust and coexistence in school environments.

Another aspect that is equally essential is the aspect of social skills and relationship management, which are the practical implications of emotional intelligence in the interpersonal environment. These competencies include proper communication, collaboration, conflict resolution, and the capacity to create favorable networks (Chukwunonso et al., 2022). Ogar et al. (2023) indicate that adolescent leadership capacity and the ability to solve problems together is a predictor of good relationship management ability. Practice of healthy interpersonal interactions at home usually reinforces social skills. Nevertheless, as emphasized by Oyat et al. (2023), in cases where the adolescents are exposed to the patterns of coercion or emotional neglect within their families, the development of these skills might take a divergent path, which can affect their engagement and achievement in educational activities organized on a group basis.

In the case of Port Harcourt Metropolis, where the study is narrowed down, the importance of this inquiry is even more eminent given the peculiarities of socio-cultural and educational environment. The city as the location of economic activity and cultural diversity is an active place where the adolescents navigate the challenges of family and academic needs. The interplay between the home experience and the school-based expectations is particularly notable in the urban setting of Nigerian where the home forces and the school forces collide on the issues of social norms and pressures to acquire economic benefits (Daramola, 2025). In the secondary school of Port Harcourt, the interaction between domestic violence and emotional intelligence will help reveal more about the socio-emotional skills of the students. These insights are priceless when it comes to formulating customized educational and counselling interventions to help adolescent growth in complicated settings.

1.2 Statement of the Problem

Domestic violence is a chronic situation in most of the Nigerian families and patterns of physical, emotional, and psychological abuse have had a major impact on children and teenagers. Reports and educational observations in Port Harcourt Metropolis point to the fact that most students in secondary schools are exposed to different levels of hostile interactions in their families, which can derail their emotional growth. Zakri et al. (2024) confirm that exposure to these environments affects the way the youth process emotions and socialize. Conversely, the best scenario of adolescent development would be stable and supportive family environment where emotional intelligence, which includes awareness, self-regulation, empathy and social skills can be developed in an optimal way (Ogunola & Odusole, 2024). The gap between this ideal and the lived experiences of certain students begs the question of how deep the effects of domestic violence run into the socio-emotional competencies of students.

The existing literature on domestic violence in Nigeria and other African settings has associated it with negative academic and behavioral results, but little has been done on its subtle impact on the various aspects of emotional intelligence among adolescents. Although researchers like Apeh and Bernice (2022) have examined maladaptive behaviours, which occur as a result of family violence, and Obungwah (2022) studied emotional intelligence in connection to delinquency, none of the studies have systematically measured the impact of each of the dimensions, emotional awareness, self-regulation, empathy, and relationship management, among secondary school students in a particular urban setting, such as Port Harcourt. This disparity makes it difficult to devise certain interventions to target certain emotional competencies that are influenced by domestic violence. In this study, the researcher tries to fill this gap by examining how domestic violence impacts the emotional intelligence of secondary school learners in Port Harcourt Metropolis

1.3 Aims and objectives of the study

The main objective of this study is to examine the influence of domestic violence on the emotional intelligence of secondary school students in Port Harcourt Metropolis. The specific objectives are to:

i.Examine the impact of domestic violence on the emotional awareness of secondary school students in Port Harcourt Metropolis.

ii.Investigate the influence of domestic violence on the self-regulation abilities of secondary school students in Port Harcourt Metropolis.

iii.Determine the effect of domestic violence on the empathy levels of secondary school students in Port Harcourt Metropolis.

Iv.Assess the impact of domestic violence on the social skills and relationship management of secondary school students in Port Harcourt Metropolis.

OTHER PARTS OF CHAPTER ONE INCLUDE:

1.4 Research Questions

1.5 Hypotheses

1.6 Significance of the Study

1.7 Scope of the study

1.8 Operational Definition of Terns

CHAPTER TWO

REVIEW OF RELATED LITERATURE (Preview)

This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, acknowledges the contributions of scholars who have previously conducted studies related to the subject. The chapter intends to deepen the understanding of the study and identify existing gaps in the literature. This chapter, therefore, focuses on the concept of domestic violence, types and causes of domestic violence, prevalence of domestic violence, the concept of emotional intelligence, dimensions of emotional intelligence, and the influence of domestic violence on the emotional intelligence of students. The chapter covers the following subheadings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY  (Preview)

Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the research will be the entire students of secondary schools in Port Harcourt Metropolis.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 399 participants.

Sampling Technique: The study employed a simple random sampling technique to select the individual respondents proportionally from both institutions.

Research Instrument: The study utilized a self-developed structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. While the hypothesis were tested using Pearson Chi-square

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

MAJOR FINDINGS (Preview)

The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

1.The research established that domestic violence highly diminishes the emotional awareness of the students in secondary schools. Students who experienced domestic violence were not able to recognize, comprehend, and control their own emotions and the average score of all the questions associated with it was greater than the accepted cut-off point of 2.50.

2.It was found that domestic violence impacted negatively on self-regulation skills in students. The respondents had difficulty with controlling impulses, managing stress, and being composed during an unpleasant experience. Based on the analysis, it was found that domestic violence and impaired self-regulatory behaviors are strongly related.

3.The results were that the students in violent domestic settings had a lower level of empathy. They did not relate to the feelings of other children well and had problems understanding the feelings of peers and were less prosocial and less sensitive to emotions.

4.Domestic violence was a major setback in the area of social skills and relationship management of students. The respondents exhibited problems in communication, cooperation, conflict resolution, and sustaining positive interpersonal relationships that showed how domestic violence has permeated through social functioning.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the following outline:

5.1 Summary of the Study

5.2 Conclusion

5.4 Recommendations

5.5 Limitations of the Study

5.6 Suggestions for Further Studies

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