Effect of Family Separation and Divorce on Students? Learning Motivation and Attitude: A Case Study of FUNAAB Undergraduates

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@article{1713832,
      author = {Akintayo Samson Olukunle, Ofodile Modesta Chinyere, Oyindoyi Bolanle Misitura, Akinyele Osemeissoh Anthonia; Okelola Joy Temilola, Olajide, Beatrice Iyabo; Okelola, Joy Temilola},
      title = {Effect of Family Separation and Divorce on Students? Learning Motivation and Attitude: A Case Study of FUNAAB Undergraduates},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {9},
      number = {7},
      pages = {1956-1967},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1713832.pdf},
      abstract = {Family separation and divorce have become increasingly prevalent in contemporary societies, posing significant psychosocial challenges for young people in tertiary institutions. These family disruptions often alter emotional stability, parental support structures and financial security, all of which are crucial for students? academic engagement. Despite growing concerns, empirical evidence on how family separation influences university students? learning motivation and attitudes in Nigeria remains limited. This study therefore examined the effect of family separation and divorce on learning motivation, learning attitude, attitudinal change, and coping mechanisms among undergraduate students at the Federal University of Agriculture, Abeokuta (FUNAAB). The study adopted a descriptive survey research design. A structured, self-administered questionnaire was used to collect quantitative data from 291 undergraduates selected through stratified random sampling. Data were analysed using descriptive statistics and inferential techniques, particularly regression analysis, to test four formulated hypotheses at the 0.05 level of significance. Descriptive findings showed that 33.0% of the respondents had experienced parental separation or divorce, with 37.7% reporting severe emotional distress and 60.9% indicating that their academic performance was negatively affected. Regression analysis revealed a statistically significant relationship between family separation and learning motivation (R=0.212, R?=0.045, F=13.55, p<.05), indicating that family separation accounted for 4.5% of the variance in students? learning motivation. However, family separation did not significantly predict learning attitude (R=0.111, R?=0.012, F=3.60, p=.059). A significant relationship was found between divorce status and attitudinal change among students (R=0.286, R?=0.082, F=25.87, p<.05). Additionally, coping mechanisms significantly predicted students? ability to manage academic challenges (R=0.164, R?=0.027, F=7.96, p<.05), although only 17.9% of respondents had accessed formal counselling services. The study recommends that universities strengthen counselling, mentorship, and peer-support programmes targeted at students from separated families. Proactive outreach strategies should be implemented to reduce stigma and improve utilisation of counselling services, while parents should be encouraged to adopt supportive co-parenting practices that prioritise students? academic and emotional well-being.},
      keywords = {Family Separation, learning motivation, university students, FUNAAB, psycho-social well-being, student support services, Nigeria.},
      month = {January},
      doi = {https://doi.org/10.64388/IREV9I7-1713832}
  }