Childhood Experiences In Parental Care and Later Competency: The Case of Sinkegna High School Students

Abstract

Investigation of the relationship between the early experiences
of the sinkegna (semi-displaced students) in the hands of care givers and their
adjustment competency in the senior high school years suggested that
experiences of affection, responsibility training and academic support and
supervision, as measured by a researcher-devised instrument (P ESM Scale)
relates negatively to susceptibility to adjustment problems but positively to the
ability to generate effective solutions to problems. However no reliable
relationship was obtained between P ESM and self-referenced solutions to
problems. Some evidence further indicated that 'sex'. may mediate the impact
of P ESM on academic progress. The theoretical and practical implications of
the study are briefly discussed.