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PUBLISHED DATE: - 02-12-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue12-05
PAGE NO.: - 28-40
INTERPERSONAL SKILLS AND
ADOLESCENTS’ SOCIAL ADJUSTMENT: THE
IMPLICATION OF THE TEACHING LEARNING
PROCESS IN THE UNIVERSITY OF BUEA,
CAMEROON
Nkemanjen Donatus Achankeng
Faculty of Education, University of Buea, Cameroon
Wirngo Beckline Lola
Faculty of Education, University of Buea, Cameroon
RESEARCH ARTICLE
Open Access
Abstract
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INTRODUCTION
Today's youth face unprecedented challenges in
navigating an increasingly complex and
specialized professional environment. As Boyd and
Bee (2006) observe, this complexity has
necessitated extended periods of academic and
technical training, with students spending
considerable time in various educational
institutions to acquire the specialized skills and
professional competencies demanded by modern
workplaces. The transition from secondary
education to university represents a significant
developmental milestone characterized by
multiple challenges. As Santrock (2004)
articulates, this transition encompasses several
fundamental changes: students must adapt to
larger, more impersonal institutional structures;
engage with a more geographically and ethnically
diverse peer group; and navigate an educational
environment that places heightened emphasis on
academic
achievement
and
performance
evaluation.
This educational trajectory reflects the evolving
demands of the contemporary workforce, where
specialized knowledge and advanced technical
skills have become prerequisites for professional
success. The extended duration of formal
education and training represents a necessary
investment in human capital development,
enabling young people to acquire the multifaceted
competencies required in their chosen fields. This
prolonged educational journey serves not only as a
period of academic advancement but also as a
critical phase of professional socialization and
personal development. These circumstances
underscore the importance of understanding and
supporting students' adaptation to higher
education environments, as successful navigation
of this transition period can significantly influence
their academic outcomes and future career
trajectories.
Different periods of life present certain typical
challenges and competences that depend on
developmental
milestones
for
successful
functioning. For most adolescents, the period of
adolescence is a time of enormous vibrancy,
discovery, innovation and hope (Lancet, 2012).
According to Hall (1904), adolescents enter
puberty at about 12 or 13 years and end as late as
between the ages 18 t
o 21years. Stanley Hall’s
well-
known axiom “sturm und drung” or storm
and stress is partly rooted in this idea, as also in the
frequency of mood disruptions and propensity for
reckless and anti-social behavior among
adolescents (Hall, 1904). According to this
depiction adolescents, universally and inevitably,
experience some emotional and behavioral
upheaval on the way to adulthood (Arnett, 2006).
Student’s personal and social development is as
important as their cognitive development. It is
important for students to think well of themselves,
to have a positive rather than a negative self-
concept. As children get older, peers become more
and more important (O’Neil & Celeste, 2000).
Schmuck and Schmuck (1992) reported in their
book that the interactions with other people that
constitute one's social environment provide
challenges and experiences that influence one's
self-esteem.
The structure and meaning of interpersonal
behaviour has been an important component in a
social set up. Interpersonal relationship forms the
core of human daily activity. Hoimbeck and Leake
(1999) assert that, individuals who are able to
succeed handling their independence and
newfound freedoms are able to make new
relationship while maintaining old relationships.
Studies have shown that living arrangement have
impacted the social adjustment of colleges and/or
university students. Adams et al.(2000),remarked
that, the environment in which students live has
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had a direct impact on the student’s overall
adjustment. Students who lived in environment
that are conducive to learning and provided ample
study space and opportunities for growth and
interaction tend to have an easier time adjusting
than students who live in other environment
(Dinger, 1999). Residence halt climates have been
associated with families in terms of rules
boundaries and atmosphere of care and concern
for other members. Students are expected to
develop care and concern to other in the
residential halls. The social climate has also been
deemed important is assisting students to
adjustment at the university. The university
students belong to the categorybetween late
adolescence and early adulthood. This stage of life
is characterized by periods of instability
considerable conflicts, anxiety and tension (Hall.
1904). Socially, adolescence is period of building a
stable identity, many young people experience role
confusion and blurred self-image.
LITERATURE REVIEW
Interpersonal skills are the student’s ability to
relate
with
others
through
self-esteem
enhancement, meeting and making friends, anger
management, cooperation and problem-solving
skills as measured by the Interpersonal Skills
Inventory (O’Neil & Celeste, 2000). As students
experience more freedom and responsibility in
college, relationships with parents and other
significant people change (Baumeister, & Leary,
1995). Freshmen, as well as their parents, may fear
losing aspects of their relationship with each other.
Frequent calls home from freshmen are common,
especially during the first few months away at
college. It may be very hard to say goodbye at the
end of holiday or semester breaks. It may also be
difficult to readjust to rules at home, such as
curfews, chores or responsibilities for younger
siblings (Beyers, &Goossens, 2002). It is important
to point out that parents also need to adjust during
this period. They are dealing with their child
becoming more independent in some ways, but
still needing them too (Chipuer, 2001).
The National Center for Educational Statistics
found that approximately one third of entering
college students leave higher education without
obtaining a degree, and most do so during their 1st
year (Bradburn & Carroll, 2002). Nearly 30-40% of
college students drop out without obtaining a
college degree, and many of these students never
return to college to complete degrees (Consolvo,
2002). Individuals who are able to succeed at
handling their independence and newfound
freedoms are able to make new relationships while
maintaining old relationships (Holmbeck & Leake,
1999). Two constructs that have not often been
considered but may potentially contribute to
better adjustment in college students during their
freshman year are a sense of university belonging
(Hoffman, Richmond, Morrow, & Salomone, 2002)
and the quality of their friendships (Fass &
Tubman, 2002). Schools are recognized as
important developmental contexts for academic
and socio emotional development (Eccles &
Roeser, 2003) of younger students. Yet,
researchers have rarely considered the school
context when examining the adjustment of late
adolescents as they attend college. Some
researchers have suggested that the degree of
affiliation that the student feels toward the
university (i.e., university attachment) is linked to
better social adjustment (Tao, Dong, Pratt,
Hunsberger, & Pancer, 2000), lower levels of
depressive
symptoms,
higher
academic
motivation, and lower attrition rates (Beyers &
Goossens, 2002).
Previous studies have suggested that relationships
and making meaningful connections are important
for students to adjust to the college environment.
Students who have been able to establish bonds in
their new environment adjusted better than
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students who were isolated and not as successful
in establishing new friendships and relationships.
The theory of attachment has been used to explain
the importance of emotional bonds and healthy
adjustment. Healthy individuals tend to have
secure attachments to parents, guardians, and
significant others in their lives. Individuals with
secure attachments tend to have an easier time
transitioning to college than individuals who do
not have secure attachments (Rice, FitzGerald,
Whaley, & Gibbs, 1995).
Relationships with parents may change when
students go to college, which can be a difficult
transition for all involved, and cause additional
stress and pressure on the students as they move
through the developmental process and become
adults (Mudore, 1999). The process of adjustment
can be frustrating and overwhelming for many
students, leading to emotional maladjustment and
depression (Wintre & Yaffe, 2000), which may, in
turn, negatively affect college performance. High
levels of social support buffer individuals from
stress (Robbins, Lese, & Herrick, 1993).
Attachment
theory
has
emphasized
the
importance of healthy emotional bonds, and
students who are able to create and maintain
healthy bonds with others tend to have an easier
time adjusting to college (Rice, 1995). Social
adjustment may be just as important as academic
adjustment, according to Gerdes & Mallinckrodt
(1994) who studied 155 freshmen and found that
"personal adjustment and integration into the
social fabric of campus life play a role at least as
important as academic factors in student
retention".
Numerous studies conducted in the 1990s
indicated that students need continued support to
become involved in activities and that this
improves their overall adjustment (Dinger, 1999).
The transition to college is difficult for many
students and students need support and
encouragement to join various organizations and
participate in activities to feel like they are a part
of the university community (Consolvo, 2002).
Many researchers and theorists have described
different emphases in the interpersonal
relationships of boys and girls and have suggested
that boys and girls deal differently with issues that
arise in relationships (Gilligan, 1982; Putallaz
&Sheppard, 1992; Rubin, 1985). The primary focus
of a study by Rumbaugh & Harter (1996) was to
examine the influence of friendship status on
children’s expectations of their reactions to an
ger-
provoking scenarios, and how the impact of
friendship might vary according to age and gender.
They wanted to see if there were differences
between preadolescent boys and girls in their
attributions of blame in anger provoking situations
and their control of anger. They found that the
majority of boys took the blame themselves in
anger situations, most often making self-excused
attributions while girls were as likely to blame a
friend as much as them self. They also measured
the students' interpersonal feelings and
expectations of happiness, hurt feelings and
emotional distress in relation to anger-provoking
scenarios. They found boys and girls reported
similar levels of happiness but girls were twice as
likely as boys to have higher levels of hurt feelings.
Also, girls reported higher levels of emotional
distress than boys did. It is interesting to note
however, that although this study showed that
girls seemed to be more sensitive to the
relationship context than boys, it may be that girls
are more comfortable in talking about their
feelings and relationships than boys (Gilligan,
1982; Rubin, 1985). Rubin stated that girls may
find it easier to admit events that would violate
their expectations that would lead to an intense
emotional experience while boys may feel more
compelled to be "tough" and present themselves in
a way that would not affect their interpersonal
relationships.
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According to Mousavii (2012), social adjustment is
a skill that enables and individual to interact
effectively and avoid undesirable response. The
process of adjustment to campus life is a neutral
phase in the maturation process of the individual
and represents the transition from dependence to
independence/autonomy
(McBroon,
1997).
Gerdes & Mallinckrodt (1994) suggest that social
adjustment of students may be as important as
academic factors in predicting persistence.
Integration into the social environment was found
to be an essential factor which influences one’s
commitment to the academic system (Tinto, 1975).
Social adjustment can be examined in terms of how
well students function in their immediate
environment, participation in social activities and
their satisfaction with various social aspects of the
university experience (Dyson, & Rank, 2006) The
social environment of college requires adjustment
on the part of new college students. The student
has to fit within groups the student cares about,
both inside and outside the university (Law, 2007;
Cooke, Beewick, Barkham, Bradley, & Audin,
2006).
A person who identifies totally with being a
student will care only about their place with other
students, ignoring the values of any outside
groups; someone who comes from a family that
expects a university qualification will probably
make friends in the university. The peer group is
an especially powerful influence on new students'
lives mostly because they have a need to replace
family and community support systems with peer
support systems (Law, 2007). Freshmen therefore
have a strong need to be liked and accepted by one
another and to influence and be influenced by one
another. Kitzrow (2003) noted that going to
college often represents the adolescent's first
experience in establishing and maintaining the
self-outside the home.
The majority of students who drop out of college
do so in the first year (Rausch & Hamilton, 2006),
suggesting the transition process is a significant
factor in student success. Social adjustment to a
college environment is one facet of student
adjustment and serves as one of the most critical
activities emerging adults undertake that predicts
success in college and beyond (Baker & Siryk,
1989; McEwan, 2011). As defined by Gerdes &
Mallinckrodt (1994), social adjustment is the
process by which students become integrated into
the campus community, build support networks,
and negotiate the new freedoms afforded by
college life. Student adjustment, by contrast, is a
combination of students’ social, personal
-
emotional, and academic adjustment along with
their reported feelings of commitment to the
institution (Baker & Siryk, 1989). Students who
report difficulty socially adjusting to college are
more likely to suffer from feelings of loneliness,
anxiety, and depression (Mounts, Valentiner,
Anderson, & Boswell, 2006)
Understanding how students adjust to college has
long been of interest to institutions of higher
education, and research has examined this process
in order to advise educators of differences across
diverse student populations (Hertel, 2002;
Hurtado, Carter, &Spuler, 1996; Kaczmarek,
Matlock, Merta, Ames, & Ross, 1994; Owens, Lacey,
Rawls, &Holbert-Quince, 2010) and to evaluate the
use of certain programs or innovative steps to
improve overall student adjustment(Abe, Talbot, &
Geelhoed, 1998; Mayhew, Stipeck, &Dorow,
2011).Social integration and adjustment can be
measured through students’ reported satisfaction
with(and the quality of) informal interactions with
faculty, staff, and peers (Jones, 2010;
Kraemer,1996; Pascarella & Terenzini, 1980).
Because of the strong relationships between social
adjustment, successful transition to college, and
persistence, many researchers have explored
predictors of social adjustment in order to enhance
the student experience by way of implementing
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support systems where needed (Lau, 2003;
Mayhew 2011). Personal characteristics (e.g., race,
self-esteem), individual behaviors (e.g., socializing
with peers and faculty), and stressors in students’
lives influence the level of social adjustment that
students report (Chartrand, 1992; Elliott,
Alexander, Pierce, & Richmond, 2009; Hays &
Oxley, 1986; Hurtado1996).
METHODS
The research design used for this study was the
cross-sectional
survey
research
design
particularly the sample survey. The target
population was made up of adolescent students at
the University of Buea. The accessible population
was made up of 5736 adolescent students from the
three faculties. Two complementary sampling
techniques were used. These are the probability
(simple random) and non-probability (purposive
and convenience) sampling techniques. The
purposive and simple random sampling
techniques were used to select the population.
Convenient sampling was used to ensure that only
respondents who were available and willing to
take part in the survey were selected. The sample
size was made up of 361 students determined
through Krejcie and Morgan model of determining
sample size for research work and was randomly
selected. In gathering data, open and closed ended
questionnaire were used. The purposive sampling
technique was used to meet the population of
interest. A Pre-designed EpiData version 3.1 was
used to enter data. For consistency, data range and
validation checks were performed in SPSS version
23.0 to identify invalid codes. Reliability test was
performed to assess the internal consistency of
responses using Cronbach Alpha reliability
coefficient. The Chi-square was used to compare
descriptively the significant differences, the
Spearman’s rho test was used to test hypothesis
because it has normally distributed data. Thematic
analysis was used to analyze data collected using
two open ended questionnaires. Descriptive and
inferential statistics were used to analyze the data.
FINDINGS
Table 1: Adolescents’ interpersonal relationship
Test items
Stretched
Collapsed
(SA)
(A)
(D)
(SD)
SA/A
D/SD
I have difficulties readjusting
during my first year at the
university
78
(23.2%)
97
(28.9%)
95
(28.3%)
66
(19.6%)
175
(52.1%)
161
(47.9%)
I feel unhappy when I left my
parents for university studies
68
(21.1%)
105
(32.6%)
95
(29.0%)
54
(16.8%)
173
(53.7%)
149
(46.3%)
I always call home every day
during my first year
at the university
75
(22.0%)
122
(35.8%)
92
(27.0%)
52
(15.2%)
197
(57.8%)
144
(42.2%)
I found it difficult to interact
when I just
entered university of
Buea
89
(25.9%)
126
(36.7%)
84
(24.5%)
43
(12.5%)
215
(62.7%)
127
(37.0%)
I easily interact with my
teacher during my first year at
the university
36
(10.5%)
144
(33.3%)
131
(38.3%)
61
(17.8%)
150
(43.9%)
192
(56.1%)
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I had secured attachment with
my parents and guidance
114
(33.5%)
167
(49.1%)
40
(11.8%)
19
(5.6%)
218
(82.6%)
59
(17.4%)
I easily make meaningful
connections with my lecturers
45
(13.4%)
160
(47.6%)
103
(30.7%)
28
(8.3%)
205
(61.0%)
131
(39.0%)
I joined organization and
participate in activities which
makes me feel like
am part of the university
community
59
(17.1%)
111
(32.2%)
127
(36.8%)
48
(13.9%)
170
(49.3%)
175
(50.7%)
School associations makes it
easier for me to make new
friends
73
(21.4%)
166
(48.7%)
73
(21.4%)
29
(8.5%)
139
(70.1%)
102
(29.9%)
I have many friends during my
first year at the university.
61
(17.7%)
121
(35.2%)
112
(32.6%)
50
(14.5%)
182
(52.9%)
162
(47.1%)
Multiple response set
626
(18.5%)
1235
(36.4%)
1006
(29.7%)
522
(15.4%)
1861
(54.9%)
1528
(45.1%)
In aggregate, based on adolescent interpersonal
relationship, findings revealed that (45.1%) of the
adolescents easily created good interpersonal
relationship with others during their first year in
the university meanwhile (54.9%) of the
adolescent find it difficult to create good
interpersonal relationship with others during their
first year in the university. For instance,
215(62.7%) and 175(51.1%) of the adolescents
respectively strongly agree and agree that they it
difficult to interact with other when they just
entered university and had difficulties re-adjusting
during their first year at the university.
173(53.7%) of the adolescents were also found to
feel unhappy when they left their parents for
university studies. 175(50.7%) of the students did
not joined organization and participate in activities
which makes during their first year in the
university. And finally, 192(56.1%) of the
adolescents did not interact easily with their
teachers during their first year at the university.
Table 2: Students’ own opinions on how they were relating with others during their first years in
the university
Themes Groundings Sampled quotations
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Good/very
friendly
110
“I had good interpersonal relationship
especially with friends and course mates”
“Very well”.
“I was very friendly’
“I make friends easily”
“Well, it was good because I love making new
friends”.
“Having many of my former school mates
made my interaction easier”.
Difficult
91
“It was very difficult considering the fact
that we met new faces and new people”. “I
was to myself and found it difficult to
interact”.
“I was scared of meeting new people”.
“It was not easy for me accepting people from
different background and cultures”.
“Relating with others was not quite easy”. “It
was not easy because I had to deal with many
people with different characters”.
“Given the many new persons from
diverse background and different
attitudes, it was challenging at first”.
Timid
65
“Very timid”
“I was quite shy’
“From the start, I was very quiet”.
“I feel reserved”.
“I found it really hard to leave with new
people, making new friends and to start
studying in strange environment”.
Easily
56
“Easily”.
“I relate with others easily”.
Unfriendly
56
“Unfriendly”.
Through
group
presentations
32
“Through doing group work such as exposes
and group assignments”.
“Through group work”.
“I could easily relate through group meetings
and assignments”.
“I relate with others mostly through group
presentations”.
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Lecture
period
2
“During lectures in “Amphi” when I would be
know what a lecturer hard said’.
“Lectures and tutorial occasions”.
Through
association
2
“I relate with students through students
association’.
On social
media
1
“I relate with others through social media”.
When students were asked on how they were
relating with others during their first year at the
university, findings revealed although some
students easily relate and created good
relationship with others during their first year at
the university, some of the adolescents were not.
For instance, some of the students find it difficult
and timid relating with others while some were
unfriendly. Some of the students related with
others during group presentation and a very few
through associations and during lecture period.
Table 3: Interpersonal Relationship versus adolescents’ social Adjustment
Was able to
create good
interpersonal
relationship with
others at their
first year in the
university
Test
statistics
Socially adjusted well during the
first year in the university
Total
response
Strongly
agree/Agree
Disagree/
strongly
disagree
Strongly
agree/agree
N
%
12129
66.7%
6046
33.3
18175
100%
Disagree/strongl
y disagree
N
%
8983
59.4%
5934
40.6
14971
100%
Total
N
21183
12166
33349
χ2=8.09df=1, P=0.040
when the social adjustment of adolescents was
compared between by their ability to create good
interpersonal relationship with others at their first
year in the university, findings revealed that
adolescents that did not find it difficult to create
good interpersonal relationship with others at
their first year in the university, (66.7%) of them
were found to significantly and socially adjusted in
the teaching learning context more than
adolescents that had difficult to create good
interpersonal relationship with others at their first
year in the university, (59.4%) and this difference
in proportion was significant (P=0.041, <0.05).
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Table 4: Relationship between interpersonal relationship and social adjustment of adolescents
Spearman's
R-value
1.000 .411**
rho
P-value
.
.000
N 352
352
**. Correlation is significant at the 0.01 level (2-tailed).
Also, there was a significant, positive and relatively
strong relationship between interpersonal
relationship and social adjustment of adolescents.
(P=0.000, <0.05). The positive sign of the
relationship
(R=
0.411**)
implies
that
interpersonal relationship has a positive and
significant effect on the social adjustment of
adolescents. In other words, adolescents socially
adjust well in the teaching learning context when
they established good interpersonal relationship
with others. This finding is supported with that
from the table whereby adolescents that were
found to socially adjusted well in the teaching
learning context where those that created good
interpersonal relationships with others. Therefore,
the hypothesis which states there is no significant
difference between interpersonal relationship
skills and adolescents’ social adjustment in the
teaching and learning context was rejected and the
alternative which states there is a significant
difference between interpersonal relationship
skills and adolesce
nts’ social adjustment in the
teaching and learning context was accepted.
DISCUSSION
Interpersonal
Relationship
and
Social
Adjustment
The findings revealed a significant, positive and
relatively
strong
relationship
between
interpersonal relationship and social adjustment
of adolescents. The positive sign of the relationship
implied that interpersonal relationship has a
positive and significant effect on the social
adjustment of adolescent. This means that
adolescent will socially adjust well in the
teaching/learning context if they create good
interpersonal relationship with others. This is in
congruence with Dinger (1999) who argued that
students need continued support to become
involved in activities and that this improves their
overall adjustment. The transition to college is
difficult for many students and students need
support and encouragement to join various
organizations and participate in activities to feel
like they are a part of the university community
(Consolvo, 2002). Activities served not only as a
coping mechanism, but also in assisting students in
making new friends and finding their place in the
university community. Thus making them to adjust
socially well.
Again, adolescents reportedly agreed that they find
Test statistics
Interpersonal
relationship
Social adjustment
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it difficult to interact with others and also difficulty
re-adjusting to new life at their first year at the
university. This is in line with Holmbeck & Leake
(1999) who said that individuals who are able to
succeed at handling their independence and
newfound freedoms are able to make new
relationships while maintaining old relationships.
Thus, gaining a better understanding of what
factors may promote positive adjustment in the
first year of college is warranted Pratt (2000). Also,
Two constructs that have not often been
considered but may potentially contribute to
better adjustment in college students during their
freshman year are a sense of university belonging
(Hoffman, Richmond, Morrow, & Salomone, 2002)
and the quality of their friendships (Fass&
Tubman, 2002). Schools are recognized as
important developmental contexts for academic
and socio emotional development (Eccles &
Roeser, 2003) of younger students. Yet,
researchers have rarely considered the school
context when examining the adjustment of late
adolescents as they attend college. Some
researchers have suggested that the degree of
affiliation that the student feels toward the
university (i.e., university attachment) is linked to
better social adjustment (Tao, Dong, Pratt,
Hunsberger & Pancer, 2000), lower levels of
depressive
symptoms,
higher
academic
motivation, and lower attrition rates (Beyers &
Goossens, 2002).
Furthermore, majority of adolescents did not
interact with their teachers during their first year
at the university. Previous studies have suggested
that relationships and making meaningful
connections are important for students to adjust to
the college environment. Students who have been
able to establish bonds in their new environment
adjusted better than students who were isolated
and not as successful in establishing new
friendships and relationships. The theory of
attachment has been used to explain the
importance of emotional bonds and healthy
adjustment. Healthy individuals tend to have
secure attachments to parents, guardians, and
significant others in their lives. Individuals with
secure attachments tend to have an easier time
transitioning to college than individuals who do
not have secure attachments Rice, FitzGerald,
Whaley, & Gibbs, (1995).
CONCLUSION
There is need for the university to encourage social
activities that can facilitate effective interpersonal
relationships among students. The university as
well should increase the level of publicity of
guidance and counseling programme and its
services in the universities so as to assist
students in coping and adjusting to university life.
Also, guidance and counseling should be
considered as a major course for all first year
students.
The parents should educate their children on some
of the life challenges they will face during their first
year at the university. Also, they should monitor
their children’s behaviors when they come back
from break to know if they are socially able to
represent them in meetings or when they are no
more. The students should try as much as possible
make use of the counseling services available for
them. They should get involved in activities like
joining school clubs so as to be able to interact and
relate well with others. They should also posses’
positive attitudes towards others in the school
environment so as to socially adjust well.
All these are in line with Moser (1963), who posits
that new students should be assisted to adjust to
the new environment. He asserts that orientation
of new students should be done is conjunction with
continuing students. Interpersonal relationship
has an effect on students self esteem which indeed
affects the students overall adjustment at the
university. Student may need to be assisted to
develop skills of solving these difficulties and
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uncertainties. One way of assisting students to
develop the interactive skills may be through
timely and adequate orientation. (Kyalo &
Chumba, 2011).
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