REVIEW OF RELATED LITERATURE AND STUDIES

STUDIES

LOCAL STUDIES

Anderson, (2002) found that adolescents from single parent families were involved in

higher rates of delinquent behavior and that minorities from single parent families were

especially more likely to be involved in certain types of delinquency than other students.

Because of the need to expand the study of family dysfunction and academic

achievement, as well as the established relationship between family dysfunction and

child behavior problems in some studies, and between behavior problems and poor

academic functioning in other studies, the literature described next addresses behavior,

achievement, and family disruption

According to Amato (2007) Family stress is the most common cause of behavioral

problems of the students. Parental separation,children born outside marriage, death of a

parent, discordant two-parent families, and stepfamilies are the origins of a broken

home .Studies also shows that students from broken homes are more likely to experience

higher incidence of drug use, criminality, broken marriages in their own lives and

depression.

The study of Aquino (2015) shows that children who belong to broken family tend to

experiencee more psychological and socoi-emotional challenges than peers from intact

families. On the other hand, despite many adjustment difficulties these children also

shows positive changes such as an impressive development of maturity, and moral

growth, a more realistic understanding of finances, and progression on taking new family

roles and responsibilities

physical and mental symptoms such as fatigue, panic behavior etc. Aside from physical

illness, teenagers often experience emotional distress that leads to mental illness.

Teenagers with family breakup experience five phases of feelings. First is denial wherein

they can’t accept the reality of [Link] is anger ; they may be in general anger with

the world, fate or god, or an anger directed towards certain people - especially the parent

who was gone. Third is bargaining; when your mind refuses to accept what happened.

Fourth is depression and lastly the acceptance.

The study of Corcoran (1997) likewise state that the children’s psychological reactions to

the separation of their parents vary on three major factors (1) relationship quality of each

parent before the separation. (2) the intensity and duration of the parental conflict, and

(3) ability of parents to focus on the needs of children in their separation.

Rodgers and Rose (2001) examined the relationship between family factors and

academic performance among a sample with mean age 15 years old from intact, divorced

and blended families. This study revealed that adolescents of divorced families reported

less parental support and monitoring which strongly predicted their academic

achievement.

According to Soriano (2010), delinquency is part also of the behavioral problems of the

teenagers. He stated that juvenile delinquency is a criminal or antisocial behavior of

children and youth. The causes of juvenile delinquency from most theories have focused

on children from disadvantaged families, ignoring the fact that children from affluent

homes also commit crimes. The latter may commit crimes because of the lack of

adequate parental [Link] according to him, families have also experienced changes

within the last 25 years. More families consits of one-parent households or two working

parents; consequently, children are likely to have less supervision at home than was

common in the traditional family structure. This lack of parental supervision is thought to

be an influence on juvenile crimes rates.

look about the family relationships, structure and composition of Filipino families.

Filipinos have been described as family-centered, and families have been observed to be

closely-knit. In 2001, Tarroja reported in her book the results of the 1996 Philippine

Values Survey by the Social Weather Station indicating that "98.86% of the Filipino

respondents believe that the family was very important to their lives, 95% believe that a

child needed a home with both a mother and father to be happy, 80.64% disapprove of a

woman having a child as a single parent without having a stable relationship with a man,

and 87.58% disagree that marriage was an outdated institution." These findings show

that through a perspective of an adolescent, having a broken family equates to one's poor

emotional state, behavior and contentment.

FOREIGN STUDIES

Children are encouraged to blame the separation for whatever unhappiness they

mayfeel,which makes them feel helpless about improving their [Link] effort and care

that parents put into establishing their post separation families are crucial and will pay

off over the years in their many benifits to the [Link] greater society points a finger

at separation as the reason for a wide range of greater social problems , its also looked at

conduct disorders which result in aggressive, violence or anti-social behavior

(Ahron,2007).

According to Akinboye (2004) academic performance is of two types: positive and

negative performance. Habits , family, background, perseverance, attitudes, interest all

these affect academic achievement in school and concluded that if these variables are

modified and attitude changed positively, then the level of individuals’ academic

performance would improve.

to run away from their family than children living in intact homes. The core belief is that

a broken home has an imbalance and as a result is detrimental to a child‟s socialization

and personality adjustment. As a result, a child may be more susceptible to negative peer

pressure and may ultimately commit 55 acts of delinquency not committed by children

from intact homes where there is a balanced structure of man and women who act as

good role models in child acquiring proper roles. While examining the relationship

between family structure and juvenile delinquency, it was found that proportionately

more juvenile offenders come from family arrangements other than the two-parent

family home. .

Biblarz (2000) conducted a study which compared academic performance of children of

divorce with children of widowed mothers. Findings concluded that children of divorcees

were less likely to complete high school, attend college, or attend graduate school than

children of widowed mothers.

Burton (2012) reports that a recent study by University of Notre Dame and the

University of Rochester revealed that parents’ marital problems can leave a lasting

impact on their young children. Researchers found that when young children witnessed

conflict between their parents, this eventually leads to issues in their teenage years,

including depression and anxiety. “The results further highlight the possibility that there

will be persistent negative effects of children's early experiences when there is conflict

between their parents, at least when their emotional insecurity increases as a result of the

conflict,” according to Mark Cummings, Notre Dame Endowed Chair in Psychology,

who led the research.

According to Dawson (2002), twenty to thirty-five percent of children who are living

with both biological parents are physically healthy than those from broken homes.

Children who have divorced parents have greater possibility to experience injury,

asthma, headaches and speech defects than those children whose parents are intact.
 There is a current data which supports that stress in a broken family is mostly

affecting the children. Divorce is seen, as the cause of the negative events and

psychological distress to the youths.

According to Doughty (2008) the research adds to a wealth of data showing that children

suffer badly from parental break up, and that those who are brought up by a single parent

are more likely to do badly at school, suffer poor health and fall into crime, addiction and

poverty as adults.

Adolescence is a critical developmental period in everyone’s [Link] become adult,we

have to “survive”[Link] are high risk for the development of problem

behaviors that are distressing and socially [Link],they are the victims once they

have poor family [Link] are the victims of unintentional broken family(Drysdale

and Rye,2007).

Fagan (1999), found several factors that influence the relationship. Once a divorce has

happened fathers that do not have legal custody tend to drift away, the younger the child

is at the time of divorce. He also found that fathers who remarry tend to be more

involved with the children in that marriage.

The non-residential parent-child relationship is more difficult to maintain than the

custodial parent-child relationship. Two-thirds of non-residential fathers have no contact

with their children over a one-year period, and the more time that elapses since the

divorce, the less involved fathers become. Many aspects of the visiting relationship make

it difficult for a quality parent-child relationship to be sustained after the physical

separation of divorce. One important factor is fathers‟ emotional state and attitude. Many

fathers feel unappreciated, rejected and isolated from their families (Furstenberg, 1991).

Hauwa. (2005), observed that as children grow older, loss of the father is often more

serious than loss of mother, especially for boys. The mother may have to go to work and

with the double burden of home making and outside work, the mother may lack the time

and energy to give children the care they need, consequently they feel neglected and
become resentful, if mother are unable to provide the recreational opportunities and

status symbols children’s peers have, this will add to their resentment.

According to Hetherington cited in Hargreaves, (1991), children may experience mood

changes, anger and frustration while at school and children from divorced parents may be

more disorderly in class, have less proficiency in study habits, and be absent more

frequently than children from two-parent families

Additional risk factors identified in the research also include the initial separation such as

the abrupt departure of one parent, continuing parent conflict after separation ,

ineffective or neglectful parenting,loss of important relationship such as extended family

members, and financial/economic changes protective factors are competent custodial

parents, effective parenting from the non-residential parent,and amicable versus high

conflict relationship between the separated (Kelly, 2008).

This study showed some of the possible factors that create the difficult relationship with

the father and [Link] and adolescent relationships are most vulnerable. Several

of these studies concluded that the involvement of the father after divorce is one factor

that can aid in the father to adolescent relationship. Along with the difficulty of parent

child relationships, adolescents face challenges in their own relationships and also in

their own relationships later in life (Knox Maccoby, & Dornbusch, 2004)

Landerkin and Clarke (1990) describe how children’s level of development affects their

reactions to separation of their parents, although they acknowledge that they may be

[Link] in development attainments may be the primary reaction among

infants. For pre-schoolers, difficulties may appear in social relationships and separation

anxiety

Lioyd Young, M. (1997), investigated the factors within the students home background

or family that affect their performance in school. The variables are: socio economic

status, family size, birth order, parental attitude, child rearing practices, parental absence

or presence have been found to affect social and intellectual learning experiences of

children in schools. This is so because children are born with some psychological,
emotional and intellectual needs such as need for love and security, the need for new

experiences, the need for praise and recognition and the need for responsibility. Many of

these needs are not offered to the children of broken homes which will influence their

performance

Moon (2011) finds that the self-interests and personal experiences associated with

marital status influence perceptions of the effects of divorce on children. Regardless of

gender, parents’ marital or divorce influences their ratings of the impact of divorce on

children. Specifically, married fathers and mothers evaluated the impact of divorce on

their children more negatively than did divorced fathers and mothers. These findings are

consistent with the social psychology literature, and the need individuals have to reduce

their cognitive dissonance is extended to the divorce literature. Mothers and fathers

whose parents had remained married also reported the impact of divorce more negatively

than those whose parents had divorced. Parents who initiated divorce reported the effects

of divorce less negatively than those that did not initiate the divorce.

Nigeria. E. Obioha and M. Nthabi (2010) investigated the social background patterns of

juvenile delinquents to ascertain their contributions to juvenile delinquencies in Lesotho.

The results in the main corroborated what exists in literature that most delinquents come

from broken homes; most delinquents are males; delinquency is at a higher rate in urban

areas compared to the rural areas and that most delinquents are part of peer groups who

engage in delinquent behaviours. The most committed offence across the country was

robbery.

Okoye (2008) postulated that sex differences may have little or no effect on academic

performance, rather, he submits that eventual achievement by learners is predicted more

on personal effort than sex variable. However, the overall picture suggests that males and

females may learn differently. In the same vein, socioeconomic background is another

factor that may affect academic performance of students. This background refers to the

parent‟s educational attainment, occupation, level of income and social class placement.
When a child‟s needs are not properly addressed, his learning ability could be affected

due to lack of motivation.

The significant disadvantages of children from single-parent of broken

families,especially those who experienced parental divorce,have important implications

for stratification and inequality in Korean in the recent trend of increasing [Link]

the current context of minimal governmental support for families, increasing numbers of

children from single-parents families due to parental divorce are vulnerable, facing

significant educational and other disadvantages. In the changing demographic

environment, family structure is emerging as an important mechanism through which

intergenerational transmission of socioeconomic status occurs. Given that household

income explains a part of the negative effect of single parenthood on educational

aspiration and student disengagement. Income support for single-parent families seems

to be a critical policy. However, the negative effects of single parenthood especially due

to divorce remain significant even after controlling for household income suggests that

other social and culture programs should be available for parents and t heir children to

deal with parental divorce. Moreover, the relative importance of parent-child interaction

for single-father families implies that special policy focus should be directed to

strengthen the positive relationship between a single father and his children Park (2008).

Richards (2007) suggests that children of divorced parents can also have a better

understanding of life. They can be more helpful in nature, caring and tolerant because of

their experience. The fact that they have had to go through the parent separation can give

them practical skills such as problem-solving skills. Their parents are not around so

much that they have to take on the responsibility Divorce can be positive but it is mainly

down to the parents to make it this way.

due to implementing effective coping strategies, while other children may react in the

opposite way. Children may lose confidence, blame themselves for the break-up, and see

their parent’s separation or divorce in a complicated way. The range of feelings that a

child may encounter include; disbelief and denial, sadness, loss, loneliness, depression,

anger, anxiety, fear, relief and hope. Response to these feelings often results in different

levels of intensity.

Sweeting,Rogers and Pryor (1998) stated that school age children adolecents are more

affected by the separation of their [Link], respondents were asked what do they

consider as the greatest difficulty they face upon their parents’ separation they react with

sadness, somatic complaints, and intense anger towards [Link] reasons given as to

what difficulties students coming from broken family are enough proof that the most of

the time the responsibility of parents are so great that one wrong decision could lead to

subsequent problems concerning their child.

The study found that academic performance was not significantly related to the father or

mother‘s socioeconomic level. Wallerstein concluded that the divorce did not

significantly alter school performance of the group as a group, but individual effects

existed. Children of divorced marriages get very little support from adults. He further

observed that, during this time, adult friends, relatives and teachers are hesitant to

interfere.(Wallerstein, 1980)

Whitemarsh (2008) found that educators are often the first to notice a change in behavior

when a family is in transition to being broken up Teachers have observed that some

children from divorced families may show decreased functioning in academic

performance and display oppositional behavior, or signs of anxiety and depression.