Religiosity, Parental Monitoring and Gender as Predictors of Social Competence Among Secondary School Adolescents

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Abstract

The study investigated religiosity, parental monitoring and gender as predictors of social competence among adolescents in secondary schools in Enugu State.

Three hundred and sixty (360) students from Girls’ Secondary School Emene, Community Secondary School Emene, St. Joseph Secondary School Emene and St. Patrick Secondary School Emene (180 males and 180 females) participated in the study.

The adolescents’ ages ranged from 12 years to 17years, with mean age of 14.5 years. Three instruments were used for data collation in the study: Religious Affiliation Scale; Parental Monitoring Measure and Social Competence-Teen Survey.

Multiple regression was used for data analysis and the result showed that religiosity did not significantly predict adolescents’ social competence. The result showed that parental monitoring significantly predicted adolescents’ social competence (β= .21, t =3.60, p < .001).

Introduction

Social competence is a complex and multidimensional concept consisting of social, economic and behavioural skills, motivational and expectancy sets needed for successful adaptation (Gresham, 1995).

Thomas and Carver (1998) defined social competence as consisting of a socially valued dimension defined by such characteristics as self-esteem, academic achievement, intellectual development, creativity, moral behaviour, and/or internal locus of control.

Drozdz and Pokorski (2007) defined social competence as the effectiveness of one’s coping with, and performance in everyday real life situations.

Social competence is also defined as ones ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).

Inherent in this definition of social competence are two related, but separate constructs: Good social skills and quality social relationships.

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