Influence of the family environment on the social adaptation of adolescents in three urban public schools in Panama
DOI:
https://doi.org/10.70577/asce.v5i2.841Keywords:
family environment; social adaptation; adolescence; school climate; emotional competencies.Abstract
This study analyzed the influence of the family environment on the social adaptation of seventh-grade adolescents in three urban public schools in Panama, given the current importance of this issue in light of increasing difficulties with school socialization, emotional distress, the risk of dropping out, and changes in family and technological dynamics that affect the development of Panamanian youth. The study was conducted using a quantitative, descriptive approach with a non-experimental, cross-sectional design. Data were collected through a structured questionnaire administered to 94 students, designed to assess aspects of the family environment, communication with parents, social relationships, emotional difficulties, and school integration. The results show that, although two-parent households and a positive perception of the relationship with parents predominate, communication is irregular in a large number of households, and there is a significant presence of single-mother families. Significant difficulties were identified in social skills, emotional control, and school integration, with 28.7% reporting problems integrating into the group and 42% stating they had considered dropping out of school. It was also observed that technology influences adolescents’ educational experience to varying degrees. The study concludes that adolescents’ social adjustment depends on the interaction between the family environment and the school climate. Positive family functioning, based on support and communication, acts as a protective factor, while emotional distress, relationship difficulties, and social pressures constitute risk factors that require comprehensive strategies for educational guidance and psychosocial support.
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