Influence of Family Social Values in Blended Families on the Personality Development of Secondary School Students in Lamu West Sub-County, Kenya

Lydia Muthoni Kinyanjui, Ann Muiru and Susan Macharia
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Lydia Muthoni Kinyanjui: School of Education-Psychology, Mount Kenya University
Ann Muiru: School of Education-Psychology, Mount Kenya University
Susan Macharia: School of Education-Psychology, Mount Kenya University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 17, 307-317

Abstract: This study explores the influence of family social values in blended families on the personality development of secondary school students in Lamu West Sub-County, Kenya. The study was guided by the Psychological Development Theory. Using a mixed-methods approach, both quantitative and qualitative data were collected to assess how family dynamics, particularly social values such as decision-making, discipline, and cultural practices, shape students’ self-esteem, independence, and adaptability. A total of 131 students and 8 parents participated in the study, with data collected through questionnaires and semi-structured interviews. The findings reveal that strong family values, particularly those related to parental guidance, discipline, and cultural attachment, have a significant impact on the development of positive personality traits in students. The study also highlights the unique challenges faced by blended families, including the integration of step-parents and the negotiation of new family roles. Through regression analysis, it was found that social values explain 23.5% of the variance in personality development, with a significant positive relationship between these values and students’ personal growth. The study recommends fostering family-oriented programs, creating supportive school environments, and enacting policies that strengthen family support systems, particularly for blended families. Additionally, the study recommends that educators and counselors should support students from blended families through inclusive programs that enhance communication, conflict resolution, and parent-school collaboration. Moreover, policymakers should provide resources and counseling for blended families to promote stability, emotional support, and positive adolescent development. The study concludes that students in blended families can experience improved emotional well-being and personality development, contributing to their overall success in society.

Date: 2025
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