Family Dynamics And Pro-Social Competence Of College Students In Osun State, Nigeria

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Background Pro-social competence, which includes behaviours such as cooperation, helping others, tolerance, and social responsibility, is essential for students’ successful social adjustment and interpersonal relationships. Family environments are often considered important in shaping these competencies; however, evidence regarding the influence of family dynamics on pro-social competence among college students remains limited. This study investigated the relationship between family dynamics and pro-social competence among college students in Osun State, Nigeria. Methods A descriptive survey research design of the correlational type was adopted. The study involved 400 college students selected through simple random sampling. Data were collected using a structured questionnaire measuring family dynamics, including socio-economic status, parenting styles, and family structure, as well as students’ pro-social competence. Descriptive statistics, including frequencies and percentages, were used to determine the level of pro-social competence among respondents. Simple linear regression analysis was employed to examine the relationship between family dynamics and pro-social competence. Results The findings revealed that the level of pro-social competence among college students was generally high, with 42.3% of respondents demonstrating a high level of pro-social competence. Regression analysis indicated that family dynamics, comprising socio-economic status, parenting styles, and family structure, did not significantly predict pro-social competence among the students (R = 0.085, p > 0.05). The results suggest that variations in family dynamics were not associated with significant differences in students’ pro-social competence. Conclusions The study concluded that family dynamics, as measured by socio-economic status, parenting styles, and family structure, were not significant determinants of pro-social competence among college students in Osun State, Nigeria. These findings imply that factors beyond the family environment may play a more substantial role in the development of pro-social competence among college students. Further studies are recommended to explore other social, educational, and individual factors that may influence pro-social development.

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