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PUBLISHED DATE: - 28-12-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue12-16
PAGE NO.: - 283-294
PARENTAL SUPPORT AND RESILIENT
BEHAVIOUR AMONG EMERGING ADULT
STUDENTS IN CAMEROON STATE
UNIVERSITIES
Nkemajen Regina Mangoh
Department of Educational Psychology, Faculty of Education University of Buea, Cameroon
Joseph Lah Lo-oh
Department of Educational Psychology, Faculty of Education University of Buea, Cameroon
Diangha Brenda
University of Douala, Cameroon
RESEARCH ARTICLE
Open Access
Abstract
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INTRODUCTION
Experiencing difficult or disturbing events can
significantly impact the adaptability and resilient
nature of emerging adults. Exposure to violence or
disaster, loss of, or separation from family
members and friends, deterioration in living
condition and lack of access to services can all have
immediate, as well as long term consequences on
the lives of emerging adults. Emerging adulthood is
an emerging stage of human development
occurring between the ages of 18 and 29 (Arnett,
2000). It suggests an age range that is distinct from
both adolescence and adulthood and including a
prolonged period of identity exploration,
preferences
regarding
career,
romantic
relationships and interpersonal characteristics,
subjectively feeling in between adolescence and
adulthood and idealistic thinking about future
possibilities (Arnett, 2004). These transitions can
leave emerging adults vulnerable to distress, a
condition very common to university students
(Lanz, 2017). This is because the period is critical
and entails many life transitions in living
arrangements, relationships, education and
employment, higher risks of identity crisis which
can generate stress and psychological distress.
Therefore, during this time, parental support
remains a significant protective factor, despite
dependency on parents compared to adolescence.
Such support serves as a foundation for healthy
development, also constituting resilient behaviour.
The years of emerging adulthood constitute a high
degree of risk-taking behaviours, impulsivity, and
psychiatric risk (Arnett, 2004; Baggio et al., 2015).
That is, not only is emerging adulthood a time of
vulnerability to stress, but also a time of elevated
risk for maladaptive stress responses. However,
the degree to which an individual feels supported
by their close relationships mitigates distress
during stressful situations (Sarason et al., 1991).
The supportive actions provided by their parents
often lessen the impact of stress by increasing the
effectiveness of coping efforts, which in turn
decrease distress among emerging adults (Lakey
and Cohen, 2000). For example, receiving financial,
material, emotional support and companionship
from their parents may encourage effective
adaptation among emerging adults in facing and
coping with uncontrollable events.
Deficits in parental support have been shown to be
related to many psychological problems such as
depression, loneliness, and anxiety social
problems such as isolation, mistrust, lack of social
skills and poor intra and interpersonal relations
(Eskin, 2003). Elliot and Gramling (1990) found
that parental support helps college students to
lessen depression, anxiety, and stress and build
more positive relations with others. They also
found that support from parent could help the
emerging adults students manage and lessen their
psychological and social problems thereby
enabling them to adapt, recover, thrive and
flourish in the face of challenges. Based on these, it
is likely that emerging adult students who perceive
higher levels of parental support demonstrate
greater resilience, characterized by effective
problem-solving skills, adaptability to stress, and a
positive outlook on future possibilities. Therefore,
this study investigated parental support and
resilient behaviour among emerging adult
students in some public universities in Cameroon.
Literature Review
Parental support is a critical factor influencing the
development of resilient behaviour among
emerging adult students, a group characterized by
significant transitions and challenges. Pérez-Marín
(2015) argued that parents play a critical role
which help emerging adults in creating positive
coping strategies to overcome physical and
psychosocial problems. This is in line with Rowling
(2006) who declared that support of family is
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helpful to emerging adults who seek to achieve
physiological and psychosocial adaptation. In this
light, family and familial bonds serve as crucial
buffers against stress and adversity during
emerging adulthood. Those who benefit from such
support easily bounce back when they face
challenges and persist in the face of adversity.
According to Pérez-Marín (2015), family support
enhances positive coping strategies among
emerging adults and hence, helps them to achieve
good metabolic control through adherence in care
while improving their quality of life. This may be
common among individuals dealing with chronic
conditions such as diabetes, obesity, and
cardiovascular diseases.
According to Barrera and Li (1996) greater
parental support predicts better functioning and
fewer problem behaviours among emerging
adults. Emerging adulthood is a stage of life that is
marked by increased independence from parents
and heightened tension between parents and
emerging adults (Steinberg and Morris, 2001).
Despite this, parents play a critical role in
scaffolding their emerging adult children by
providing them with opportunities for exercising
autonomy and supporting them through the trials
and tribulations of gaining full adulthood. These
concerns may range from navigating first romantic
relationships to preparing for challenging
academic tests at school. This support is
particularly important given that some emerging
adults experience drops in self-esteem and
increases in emotional distress (Costel, 2011).
Emerging adult students with poor family support
suffer significant disturbances in cognition,
emotion regulation or behaviour. This reflects a
dysfunction in the psychological, biological or
developmental processes underlying their mental
functioning (Aftab, 2016). The detrimental
consequences
of
negative
interpersonal
relationships during emerging adulthood extend
far beyond immediate psychological distress,
manifesting in a complex array of health and
developmental challenges. For example, findings
reveal that negative relationship dynamics are
linked to increased risk of mental health issues,
such as anxiety and depression, as well as physical
health concerns, including disrupted sleep and
chronic stress (e.g., Brandt et al., 2022). Moreover,
MacPhee et al. (2015) found that these adverse
interactions hinder the development of essential
skills, such as emotional regulation, effective
communication, and resilience, potentially
derailing personal and professional trajectories.
Meanwhile, Sharan and Sagar (2007) illuminate
the profound interconnectedness between
suboptimal relational experiences and multiple
dimensions of individual functioning. These
adverse relationship dynamics can precipitate
significant mental health complications that
systematically undermine an individual's potential
across various critical life domains. The cascading
effects are particularly evident in educational
achievement, where compromised psychological
well-being can substantially impede academic
performance and learning capacity. Moreover, the
psychological vulnerability induced by negative
relationships creates heightened susceptibility to
destructive
coping
mechanisms,
including
substance abuse, which represents a maladaptive
strategy for managing emotional distress.
The ramifications of such relational challenges
extend into broader behavioral domains,
potentially
increasing
propensities
for
interpersonal violence and manifesting in
compromised reproductive and sexual health
outcomes. In line with this, Leadbeater et al.
(2008) found that exposure to relational conflicts
and unhealthy relationships correlates with an
increased propensity for interpersonal violence,
including aggressive behaviours and dysfunctional
conflict resolution. Rakovec-Felser (2014) adds
that such challenges may be linked to
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compromised reproductive and sexual health
outcomes, including higher rates of unplanned
pregnancies, sexually transmitted infections, and
diminished self-efficacy in making informed sexual
and reproductive choices.These interconnected
challenges underscore the intricate relationship
between psychological well-being and holistic
developmental trajectories, emphasizing the
critical importance of supportive, nurturing
relational environments during the formative
emerging adult years. The multifaceted nature of
these developmental risks highlights the necessity
of comprehensive, integrated approaches to
understanding and addressing the complex
interactions between relational experiences and
individual developmental outcomes. These
negative experiences not only affect their mental
health but also limit their capacity to acquire the
skills to feel confident in interpersonal interactions
and resilience in case of life stresses (Rowling,
2006). Some of the most important determinants
of mental illnesses include lack of social support
and social protection (WHO, 2019).
In addition, strong family support promotes a state
of well-being in which every individual realizes his
or her own potential, can cope with the normal
stresses of life, can work productively and
fruitfully and is able to contribute to her or his
community (WHO, 2014). A supportive and
understanding family environment can have a
positive impact on mental health. Family members
can provide emotional support, assist in
recognizing early signs of illness and encourage in
seeking professional help. When emerging adults
are dissatisfied with their psychosocial support
networks, the likelihood of developing anxiety,
depression, or sleep problems increases
substantially (Cohen et al, 2000). Again, stress
coupled with absence of psychosocial support
from family, friends and significant others could
have negative effects on the health of emerging
adults. This inevitably affects the emerging adult
performance scores in school, career, relationships
and attainment of life goals and other adult
responsibilities; and supportive actions provided
by significant others are thought to buffer the
effect of stress by increasing the effectiveness of
coping efforts thereby reducing distress (Teoh &
Rose, 2001).
Parental encouragement has been noted to be a
major source of emotional support for emerging
adults (Lord et al, 2013). This is because parental
involvement improves self-esteem, model positive
coping skills to identify and mange stressful
scenarios, and helps build stronger relationships
between parents and the child. Parental
encouragement equally provides the most intimate
context for the protection and nurturing of the
children as they develop their personalities and
identities. External communities, such as family
and friends back home, exert an influence on
persistence among emerging adults. Parental
support as a protective factor modifies the effects
of risk in a positive direction. These supports
enhance the internal locus of control of emerging
adults through having a positive relationship with
at least one adult, groups of youngsters exposed to
significant adversities with such attributes internal
locus of control frequently fare better than youth
who lack them (Masten, 2001). Strong family
relationships have long been seen as critical in
maintaining stability in the face of adversities. The
earliest studies of resilience indicated that the
presence of a close relationship with at least one
parent figure was highly protective across of risks
ranging from early institutionalization and serious
parent mental illness, to chronic family poverty
and multiple co-existing adversities (e.g., Rutter,
2000). Recent reviews of the existing literature,
similarly, continue to point to supportive and
responsive parenting as being among the most
robust predictors of resilient adaptation (e.g.,
Luthar & Zelazo, 2003).
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The
intricate
dynamics
of
parent-child
relationships during emerging adulthood reveal
profound
implications
for
psychological
development and well-being. Empirical research
consistently demonstrates that specific parenting
dimensions critically influence emerging adults'
resilience, emotional adjustment, and overall life
satisfaction. Meeus et al. (2005) illuminate the
transformative potential of parental warmth,
involvement, and support, highlighting these
dimensions as fundamental catalysts for
developing robust resilient behaviors. Subsequent
research by Parra, Oliva, and Sánchez-Queija
(2015) further substantiates this perspective,
revealing a nuanced correlation between
relationship quality and psychological outcomes.
Specifically, relationships characterized by high
levels of warmth, affection, and emotional
closeness correlate positively with resilient
behavioral patterns, while emotionally disengaged
familial environments demonstrate a significant
negative association with life satisfaction.
Autonomy-supportive parenting emerges as a
particularly critical factor in facilitating healthy
psychological adaptation. Kins et al. (2009)
underscore the importance of parental approaches
that balance support with opportunities for
independent decision-making. Reinherz et al.
(2003) provide compelling evidence that
heightened
levels
of
parental
affection,
involvement, and supportive interactions are
inversely related to stress and depressive
symptomatology
among
emerging
adults.
Conversely, excessive parental control represents
a potentially detrimental developmental dynamic.
Nelson et al. (2011) and Padilla et al. (2012)
present compelling research demonstrating that
high levels of behavioural and psychological
control are associated with diminished parent-
child intimacy and increased vulnerability to
anxiety and depression. These findings emphasize
the critical importance of nuanced, adaptive
parenting strategies that prioritize emotional
support and autonomy over restrictive control
mechanisms. The research collectively illuminates
a sophisticated understanding of parental
influence, highlighting the delicate balance
between providing supportive guidance and
allowing emerging adults the psychological space
to develop independent coping strategies and
personal identity.
Practical support during emerging adulthood
represents a multifaceted framework of parental
assistance that extends far beyond emotional
sustenance, encompassing critical financial and
logistical dimensions of young adult development.
Steelman and Powell's (1991) research illuminate
the socioeconomic determinants of such support,
revealing that parental resources significantly
influence the extent of financial assistance
provided to emerging adults students. This is so
because, there are fewer persons to take care for
unlike cases where there are many siblings and a
corresponding need for more finances to ensure
their needs. Divorced parents may provide less
financial support than parents in intact marriages.
Supports from families by parents and
grandparents during emerging adulthood are also
provided in the form of guidance or advice,
information, and emotional support (Steelman &
Powell, 1991). Parents of emerging adults may also
help the emerging adult negotiate the health-care
system, formulate and carry out educational and
vocational goals, and acquire leases for apartments
and even provide advice for intimate relationships.
Where there is a positive relationship coupled with
consistent social and financial resources received
by emerging adult students from their parents, it is
a very significant factor in the positive life
trajectory during emerging adulthood (Aquilino,
2005). Bennett (2014) found a high correlation
between improved emerging adulthood outcomes
and adolescent hope in the future which is a
resilient behaviour.
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METHODS
The research design adopted for this study was the
mixed methods approach with a concurrent nested
design. This enabled comprehensive data
collection and analysis by integrating both
quantitative
and
qualitative
research
methodologies, thereby providing a more nuanced
and holistic understanding of the study. The
sample was made up of 537 including 195 male
and 321 female students between 18 to 25 years of
age in State Universities in Cameroon.
Table 1
Distribution Sample of Student for Selected Universities
Institutions
Emerging adult
enrolment
No students Sample (18-25
year)
University of Buea
34887
136
University of Bamenda
14695
57
University of Younde1
61004
238
University of Maroua
27053
106
TOTAL
137639
537
Among the 516 emerging adult students sampled,
50.7% (308) were within the age group of 18-21
years and 40.3% (208) were within the age group
of 22-25 years. Based on their marital status,
50.4% (260) were married, 48.3% (249) single and
1.4% (7) were widowed. In terms of their parents’
marital status, 4.69% (242) of the emerging adult
students’ parents were married, 41.1% (212) were
single, and 11.0% (57) were divorced. With
reference
to the emerging adults’ employment
status, many 64.5% (333) were unemployed and
35.5% (183) employed.
The purposive sampling technique was used to
select four Universities and undergraduate
students while the simple random sampling
techniques was used the select the respondents
within the specified ages (18-25years). The sample
was undergraduate students aged 18-25 years and
selected through simple random sampling. This
sampling approach ensured a representative and
unbiased selection of participants, providing each
eligible emerging adult student an equal
probability of being included in the study.
The simple random sampling technique eliminated
potential selection bias by randomly choosing
participants from the broader university student
population. This enhanced the study's scientific
rigor, allowing for more generalizable findings
across
the
specified
demographic
of
undergraduate students in State Universities in
Cameroon. By maintaining a structured and
randomized selection process, it strengthens the
reliability and validity of the data collection,
ensuring that the findings can be more confidently
extrapolated to the wider population of emerging
adult university students.
Data was collected with the help of questionnaire.
The data collected from the field was first
processed using an Epi-Data 3.0 to key in all the
participants’ responses in accordance with each of
the test items. After the data were completely
entered for all the participants, the data based
were exported to SPSS version 27 for further
consistency, data range and validation checks with
the purpose to first identify invalid codes (data
cleaning) with the aid of exploratory statistics. The
quantitative data were analyzed using the
descriptive and inferential statistical tools. The
descriptive statistical tools used are frequency
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count, percentages, mean and standard deviation
and multiple responses set which aimed at
calculating the summary of findings for a quick
comprehension of the overall findings. The mean in
addition to percentage was used to better
appreciate the level of psychosocial support and
resilient behaviours of emerging adults. The
Spearman’s rho correlation test was used to test
the hypothesis.
FINDINGS
Figure: 1
Distribution of Emerging Adults by Resilience
In summary, 77.6% of the emerging adult students agreed of been resilient while a significant proportion
22.4% are not and the overall mean of 3.08 slightly above 3.0 on a mean scale of 1-4 implies that a
significant proportion of emerging adult students were not resilient.
Figure: 2
Distribution of Emerging Adult students by Parents Support
Resilient
77.6%
Not resilient
22.4%
Resilient behaviours
86
14
0
20
40
60
80
100
Receive parental support
Do not receive parental support
Percentage
Parent support
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In overall, 86.0% of emerging adult students with a mean of 3.34 on a mean scale of 1-4 receive parental
support while 14.0% do not.
Table: 2
Relationship between Parents Support and the Resilient Behaviours of Emerging Adult Students
Parents
support
Resilient behaviour among
emerging adults
Spearman's rho
R-value
1
.358
**
p
-value
.
.000
N
537
**. Correlation is significant at the 0.01 level (2-tailed).
Statistically, findings showed a significant and
positive relationship between parents’ support
and the resilient behaviour of emerging adult
students (R-value 0.358**, p-value 0.000 < 0.05).
The positive sign of the correlation value implied
that emerging
adult students’ resilient behaviours
increases with increase in parents’ support and
decreases with decrease in parents’ support. Thus,
the hypothesis that states there is a significant
relationship between parents’ support and the
resilient behaviour of emerging adult students was
accepted.
DISCUSSIONS
A significant and positive relationship between
parental support and the resilient behaviour of
emerging adult students was revealed. This means
that that emerging adult will easily resist from
adversity when adequate supported are provided
by their parents. This is in congruence with
Auerbach (2011) who opined that parental
support acts as a buffer from stress. This is also in
line with Orth (2012) who reported that parental
care may effectively signal to the emerging adult
students that their parents see them as important
and valuable. This understanding may be
beneficial to their self-esteem, self-efficacy, and
optimism which are indicators of resilient
behaviours. High self-esteem in emerging
adulthood is known to predict lower levels of
distress as well as higher levels of relational and
occupational satisfaction in adulthood which is a
protective factor for resilience.
Emerging adult students reported that their
parents care about their wellbeing and always
assured them of their readiness to help. They
equally revealed that their parents provide them
with their basic needs, financial support and also
counsel then when there is issue or need. When
this support is provided, emerging adult students
feel less troubled knowing that their parents are
always there to help them out when there is need
and hence make them to be persistent and
motivated to move on. The findings also revealed
that parents have what it takes to take care of their
children since their job can sustain their families.
This is in congruence with Ormrod (2006) who
argued that when a child’s physiological needs of
food, air, water, sleep, clothing, shelter, clothing
are met, the child will happily learn in school and
develop a positive personality leading to a healthy
psychosocial wellbeing of emerging adults, but the
absent of these physiological needs affect the
child’s development and wellbeing. Economic
hardship has sweeping and intense consequences
for parents and children, including lower levels of
parental nurturance, inconsistent discipline, and
adolescent distress (Ormrod, 2006).
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Emerging adult students reported that they have
good relations with their parents, and this made
them to easily adjust since their needs are easily
provided. Parents always encouraged them to
accomplish their goals and make them feel warmth
and love, have a high expectation from them, and
monitor their academic and future goals. This
finding is supported by Grohnick et al (2009) who
found that families can have a strong influence on
the adjustment and adaptation of students and a
variety of school outcomes and other life
engagement
including
development
and
maintenance of positive motivation to learn.
According to Heckman (2011), when parents
believe in chi
ldren’s competence and high
expectation for them, they provide the resources
that children need to feel connected to others and
facilitate a sense of authority by supporting
children’s initiative and problems, children’
motivation to learn is most likely to thrive.
Findings revealed that emerging adult students
learn problem solving skills from their parents
through interactions and in times of adversities,
their parents are always ready to help. This study
ties with Lord et al, (2013) who opined that
parental encouragement is a major source of
emotional support to emerging adults. This is
because parental involvement improves self-
esteem of the child, model positive coping skills to
identify and mange stressful scenarios, and helps
build stronger relationships between parents and
the child. Parental encouragement equally provide
the most intimate context for the protection and
nurturing of the children as they develop their
personalities and identities.
The finding is in line with Meeus et al., (2005) who
opined that parenting dimensions such as warmth,
involvement and support, as perceived by young
people in connection with the parent-child
relationship, provide numerous benefits for
emerging adults' adjustment. Specifically, higher
levels of warmth, affection, closeness and support
in relationships with parents are associated with
higher levels of well-being, while distant and
emotionally disengaged family environments are
negatively related to life satisfaction. Similarly,
autonomy-supportive parenting is associated with
better adjustment among emerging adults (Parra
et al., 2015).
The finding is supported by Urie Bronfenbrenner
(1979) ecological theory that theorized that as
individual interacts from one ecological system to
another, they learn from care givers attitudes,
values and problem-solving skills which help them
to easily navigate the different developmental
stages. Bronfenbrenner (1979) theorized that the
student’s development and growth is a result of
interactions between student characteristics and
the environment. The individual is viewed not as a
passive recipient of experiences in these settings,
but as one who help to construct the setting. This
is to say that the recipient (student) should make
necessary use of the available resources given to
him. He should learn to exploit his environment to
the fullest degree and by so doing make his
environment a better place because he can now
help others through the knowledge and skills that
have been impacted on him. The finding is also
supported by Arnett theory of emerging adulthood
(2000) which emphasizes that how emerging
adults traverse this life stage is dependent upon
the personal, family, and social resources they
possess as they enter this stage of life, dynamic and
reciprocal interaction between the emerging adult
and their environment, and the supports they
receive during this stage. Many emerging adults
are beginning to establish themselves outside of
their family of origin, but still may be dependent on
their siblings for certain resources such as
financial and emotional support. Arnett (2015)
argued that emerging adults focused on
themselves by develop daily skills, gain a better
understanding of who they are and what they want
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from life. During the age of possibilities, people
have greater future expectation by viewing their
future more positively and optimistically.
CONCLUSION
The study illuminated the significant relationship
between parental support and resilient behavior
among emerging adult students in Cameroon State
Universities. The findings demonstrated that
students who received consistent parental support
exhibited enhanced resilient characteristics. This
underscores the crucial need for establishing a
robust
collaborative
framework
between
educational institutions and parents to optimize
student development and academic success. The
study emphasizes the importance of creating an
integrated support system where academic
instruction at school is reinforced through
parental engagement at home. This holistic
approach encompasses material, financial, and
emotional support, forming a comprehensive
foundation for student resilience. The synergy
between parental involvement and educational
institutions creates an environment conducive to
developing resilient behaviors and academic
achievement.
The recommendations derived from the findings
advocate for enhanced parental engagement
characterized by demonstrable love, care, and
consistent outreach to their emerging adult
children. Parents are encouraged to actively
celebrate their children's achievements and
consistently affirm their worth and importance.
These actions serve to strengthen students' self-
esteem, confidence, and self-efficacy, particularly
during challenging periods. The provision of
emotional and physical affection, coupled with
inclusive
decision-making
processes
and
protection against psychological challenges such
as loneliness and depression, forms a crucial
support framework.
The study highlights how comprehensive
psychosocial
support
cultivates
various
dimensions of resilient behavior, including
endurance, self-confidence, life satisfaction,
determination, and the ability to confront and
overcome challenges. Parents are encouraged to
serve as role models and actively participate in
developing their children's coping mechanisms.
This involves fostering self-awareness regarding
emotions, strengths, and limitations, facilitating
exposure to resilient individuals, and teaching
positive affirmations to counter negative
experiences and thoughts.
The findings also emphasize the transformative
potential of parental involvement in shaping
resilient behaviors among emerging adult
students.
By
implementing
these
recommendations, parents can create an
environment that nurtures psychological well-
being and academic success. This comprehensive
approach to student support acknowledges the
interconnected nature of emotional well-being,
academic achievement, and resilient behavior. The
research concludes that effective education of
emerging adult students requires a coordinated
effort between educational institutions and
parents, with particular emphasis on maintaining
consistent
psychosocial
support.
This
collaborative approach ensures that students
receive the necessary guidance and support to
develop resilient characteristics essential for
navigating academic challenges and personal
growth during their university years.
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