CAUSES OF CLOSE RELATIONSHIP BREAKUPS AND COPING STRATEGIES

AMONG SECONDARY SCHOOL STUDENTS IN MOMBASA COUNTY, KENYA

MWANAIDI AKIDA MUNYI

A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF HUMANITIES

AND SOCIAL SCIENCES IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF
ARTS (COUNSELLING PSYCHOLOGY) OF KENYATTA UNIVERSITY

MAY 2021
 DECLARATION

This project is my original work and has not been presented for a degree in any other
university.

Sign: ……………………………………….. Date: ………………………

MWANAIDI AKIDA MUNYI C/50/MSA/PT/28193/2014

This project is been submitted for examination with my approval as University Supervisor.

Sign: ………………………………. Date: …………………………………….

DR. CHRISTINE WASANGA DEPARTMENT OF PSYCHOLOGY

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 DEDICATION

This work is dedicated to my family for their continuous encouragement and support
throughout this period.

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 ACKNOWLEDGEMENTS

The eminent importance of education is emphasized in the following verse in the holy
Quran
96 (1-5) that says “read in the name of your lord who has created man from clots, (a piece
of coagulated blood). Read and your lord is the most generous who has taught man that he
knew not.”

My utmost gratitude and love is for my late parents, who gave education and instilled in
me discipline as well as importance of education. My appreciation is also directed towards
my son Abdul, and daughter Hidaya for being patient with their student mum.

I have a special mention for my supervisor Dr. Christine Wasanga for her patience and
advice throughout. I am grateful for her constant support and comments to this project. To
the teaching fraternity, your words of encouragement and pieces of advice are very
supportive.

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 ABSTRACT
In light of the brief span of close relationships in teenage, breakups are very frequent and
recurrent during adolescence. A greater challenge is that these teenagers may have a major
challenge in coping with breakup of long and short term relationships. The purpose of this
study was to undertake an investigation of teenager’s perception of the causes of close
relationship breakups and coping strategies used by secondary schools students in
Mombasa County, Kenya. The specific objectives were to establish the causes of close
relationship breakups among teenagers in Mombasa County, to identify the coping
strategies teenagers employ after a close relationship breakup in Mombasa County, to
assess the gender differences in perception of causes of close relationship breakups and
coping strategies among teenagers in Mombasa County and to propose necessary
interventions on close relationship breakup among teenagers in Mombasa County. The
study was grounded on the need to belong theory. This study adopted a cross sectional
survey design. The study comprised of all the 10, 043 teenagers aged from 13 to 19 years
in the 11 secondary schools both public and private and 11 teachers in Mvita Sub-County
in Mombasa County. Stratified and simple random sampling techniques were then used to
choose the sample. A sample of 93 students was selected from the three schools and one
counselling teacher from each of the selected schools was selected for the study. The
instruments used in the study were questionnaire and an interview guide to collect primary
data for the study. To ensure content validity, experts at Kenyatta University, Department
of Psychology reviewed the questionnaire. To establish reliability, Cronbach’s alpha for all
the items under causes of close relationship breakups coping strategies for breakups and
gender perceptions were all above 0.7 implying that the instrument was sufficiently reliable
for measurement. Analysis of qualitative data was done by content analysis while the
quantitative data was coded and entered into SPSS to produce frequencies and percentages.
The study findings indicated that the major reason that led to close relationship break up
was the affiliation related factors with 89.12% followed by the autonomy related factors
with 88.7%. The intimacy related factors as a cause of relationship break up was at 84.68%
while the sexuality related factors as a cause of relationship break up was the least with
80%. The findings indicated that majority of the male students (73.3%) indicated that boys
react and cope differently to close relationship break ups. Majority of the female
respondents (75%) indicated that girls are more affected than boys. The girls express their
feelings more openly than boys Majority of the respondents indicated that they coped using
quietness, withdrawal and feelings of anger. The study recommends that school
administration should ensure counseling to all students to offer needed support to those
students experiencing close relationship breakups. The study recommends that the school
programs should include the gender based counselling on teenage relationships to educate
them on healthy relationships.

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 TABLE OF CONTENTS

DECLARATION ..................................................................................................................ii
DEDICATION .....................................................................................................................ii
i
ACKNOWLEDGEMENTS ................................................................................................i
v

ABSTRACT ..........................................................................................................................v

TABLE OF CONTENTS ....................................................................................................vi

LIST OF TABLES................................................................................................................x

LIST OF FIGURES.............................................................................................................xi
OPERATIONAL DEFINITION OF TERMS .................................................................xii

CHAPTER
ONE ...................................................................................................................1

INTRODUCTION ................................................................................................................1

1.1 Introduction ..................................................................................................................1

1.2 Statement of the Problem .............................................................................................7

1.3 Purpose of the Study.....................................................................................................8

1.4 Objectives of the Study ................................................................................................8

1.5 Research Questions ......................................................................................................9

1.6 Justification and Significance of the

Study ..................................................................9

1.7 Scope of the study ......................................................................................................10

1.8 Study Limitations .......................................................................................................10

1.9 Assumptions of the Study...........................................................................................10

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CHAPTER
TWO ................................................................................................................12
LITERATURE REVIEW ..................................................................................................12

2.1 Introduction ................................................................................................................12

2.2 Theoretical Framework ..............................................................................................12

2.3 Review of Related Literature......................................................................................13

2.3.1 Causes of Close Relationship Breakups among Teenagers.................................13

2.3.2 Effects of Close Teen Relationship Breakups .....................................................18

2.3.3 Coping Strategies of Relationship Breakups among Teenagers..........................19

2.4 Summary of Related

Literature ..................................................................................21

2.5 Conceptual Framework ..............................................................................................22

CHAPTER THREE............................................................................................................24

RESEARCH
METHODOLOGY ......................................................................................24

3.1 Introduction ................................................................................................................24

3.2 Research
Design .........................................................................................................24

3.3 Site of the Study .........................................................................................................24

3.4 Population of the

Study ..............................................................................................24

3.5 Sampling Procedures and Sample Size ......................................................................25

3.6 Research Instruments..................................................................................................28

3.7 Data collection

procedures .........................................................................................28

3.8 Pilot
testing .................................................................................................................29

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 3.8.1 Validity ................................................................................................................29

3.8.2
Reliability ............................................................................................................29

3.9 Data Analysis and

Presentation ..................................................................................30

3.10 Ethical
Issues ............................................................................................................30

CHAPTER FOUR ..............................................................................................................32

DATA ANALYSIS, PRESENTATION AND DISCUSSION OF THE FINDINGS ....32

4.1 Introduction ................................................................................................................32

4.2 Demographic Characteristics......................................................................................32

4.2.1 Gender of the Respondents..................................................................................32

4.2.2 Age of the

Respondents .......................................................................................33

4.3 Findings of the Study..................................................................................................34

4.3.1.1 Intimacy Related

Factors ..................................................................................35

4.3.1.2 Affiliation Related Factors ...............................................................................36

4.3.1.3 Sexuality Related

Factors .................................................................................38

4.3.1.4 Autonomy Related

Factors ...............................................................................39

4.3.2 Coping Strategies of the Respondents Teenagers ...............................................44

4.3.3 Gender Differences in Perception of Close Relationship Breakups....................48

4.3.4 Interventions for Close Relationship Break Ups Among Teenagers...................53

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CHAPTER
FIVE ................................................................................................................55
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ....................................55

5.1 Introduction ................................................................................................................55

5.2 Summary of
findings ..................................................................................................55

5.2.1 Causes of Close Relationship Break Ups among

Teenagers ...............................55

5.2.2 The Coping Strategies Teenagers Employ after a Close Relationship Breakup .56

5.2.3 The Gender Differences on Perceptions of Close Relationship

Breakups ..........56

5.2.4 The Possible Interventions to Help Teenagers Cope With Close Relationship
Break
Ups .....................................................................................................................57

5.3 Recommendations ......................................................................................................57

5.4 Suggestions for Further Research...............................................................................58

REFERENCES ...................................................................................................................59

Appendix 1: Informed Consent Form...............................................................................68

Appendix II: Questionnaire for Students..........................................................................69

Appendix III: Interview Guide for Guidance and Counseling
Staff ................................76

Appendix IV: NACOSTI Permit ......................................................................................77

LIST OF TABLES

Table 3.1: Population of the Study .......................................................................................25

Table 3.2: Schools Sample Size ...........................................................................................25

Table 3.3: Sample Size .........................................................................................................27

Table 3.4: Reliability Analysis .............................................................................................30

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x
Table 4.1: Gender of the Respondents .................................................................................33

Table 4.2: Age of the Respondents.......................................................................................33

Table 4.3: Religious Background of the Respondents .........................................................34

Table 4.4: Intimacy Related Factors.....................................................................................35

Table 4.5: Affiliation Related Factors ..................................................................................37

Table 4.6: Sexuality Related Factors ....................................................................................38

Table 4.7: Autonomy Related Factors ..................................................................................39

Table 4.8: Causes for Relationship Break up Among Teenagers.........................................41

Table 4.9: Coping Strategies Used by Teenagers after a Relationship Breakup ..................44

Table 4.10: Ways in Which Teenagers Cope With Relationship Break Ups .......................46

Table 4.11: Boys React and Cope Differently......................................................................48

Table 4.12: Boys are more affected by Close Relationship Breakup ...................................49

Table 4.13 Do Girls React and Cope Differently .................................................................50

Table 4.14: Are Girls are More Affected by Close Relationship Breakups .........................51

LIST OF FIGURES

Figure 2.1: Relationship Between Causes of Close relationship Breakups and Coping
Strategies ..............................................................................................................................23
OPERATIONAL DEFINITION OF TERMS
Affiliation: affiliation is perception of the level of connection between the dating
teenagers.

Autonomy: autonomy is the level of maintenance of independent self or freedom

in the relationship

Close relationship: refers to a relationship whereby teenagers consider themselves to have

a special relationship with a member of the opposite sex

Close relationship Breakup: refers to an end of a close relationship

x
Coping strategies: refers to the reactions and ways in which teenagers use following a
relationship break up to adjust to the end of the relationship.

Teenage/adolescent: refers to young persons of the age bracket of 13-19 years

x
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 CHAPTER ONE

INTRODUCTION

1.1 Introduction

A close teen relationship can be any kind of relationship between teenagers of the same

gender and likely boyfriend girlfriend relationships as defined by Russell, Welsh and

Roberson (2019). Early teenage relationships often involve exploring physical intimacy

and sexual feelings. The quality of the teen relationships can have long lasting effects on

selfesteem and shape personal values regarding romance, intimate relationships, and

sexuality (Langlais, Seidman & Bruxvoort, 2018). Young people do not automatically

know what constitutes right and wrong behavior in dating relationships. Without a clear

understanding of what a makes a healthy relationship, youth are likely to tolerate

relationships that put them at risk.

Between early puberty and adulthood, there is a move from parent to the close partner as

an essential connection figure (Furman, 2017). By mid to late puberty, teenagers frequently

invest more time with their partner as compared to peers or family members and by early

adulthood, intimate partners become the primary source of support to a young person

(Seiffge-Krenke, 2015). Pickhardt (2010) asserts that three relentless engines that drive

independence, that is, separation wanting time for peers and privacy, differentiation

experimenting with unique expressions of individuality, and opposition pushing to live

more on one's own terms are major drivers of break ups in this age.

At around the age of 13 to 15, teens tend to equate close relationships with social

acceptance. In their eyes, coupling up with a peer demonstrates a greater level of maturity.

In late adolescence (ages 15-18), close attachments became more common as sexual

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attraction, meaningful companionship, and emotional intimacy created more powerful

attachments than young people have known before. Desire for time together contends with

the need for time apart, jealousy eroded trust, competing interests get in the way of

commitment, freedom is sacrificed to control, conflicts commit injury and disenchantment

for one party sets in, setting the stage for a break up to occur. In trial independence (ages

18-23) the young person begins pointing to young adulthood, marked by settling down,

focusing on a job with a future, and finding a life partner, all of which can be at a social

cost (Mokeyane, 2016; Pickhardt, 2010).

Price, Cockshaw, Staneva and Stoyanov (2016) explains that adolescent romance typically

begins as brief relationships in early adolescence, progresses into sexual relationships in

mid-adolescence (14–15 years) and onto more intense, committed relationships during

later adolescence (16–18 years). Developmental-contextual theories of adolescent romantic

stages also provide a framework for how romantic relationships assist young adults with

addressing their identity and intimacy needs. With the onset of adolescence, teens spend

less time with family and more time with peers. In the early teen years, mixed-gender

groups predominate (Welsh, Grello & Harper, 2015). By mid-teens, up to two-thirds of

high school students report they have dated or are in a close relationship. Having a

boyfriend or girlfriend in high school can have significant effects on a teenager's social

development and personal identity (Buck, 2014). Consequently, half of all teens have been

in a dating relationship and nearly one third of all teens have been in a serious relationship

(Teenage Research, 2018). According to Furman (2014), close relationships become more

and more significant to adolescents in their social world as they also develop from puberty

towards late adolescence.

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This shows how prevalent is close relationship among adolescents.
Close relationships gives teenagers a valuable chance to move in the direction of

accomplishing numerous formative everyday tasks, for instance, building ‘emotional

independence’ or a sense of freedom at first from the family members and later from their

peers, identity formation, the ability to regulate or manage strong emotions correspondence

and relational abilities, specifically, conflict negotiation abilities as well as close

relationship (Furman & Schaffer, 2013). Even though close relationships present various

opportunities, they are also associated with a myriad of different challenges to teenagers’

lives given their lack of experience, their age and development phase as well as the effects

these relationships can pose on support networks (Kutler & La Greca, 2014). Inexperience

for instance, can result to fear of the unknown, instability around what's normal and related

dangers for instance, participating in dangerous or hasty sexual conduct; inability to

perceive or confounding abusive conduct.

Nonetheless, the relationship between teenage relationships is associated with many

psychosocial and developmental challenges, including the processing of intense emotions

and “first loves”. For instance Howard and Wang (2015) found that frequent or early

dating and dating multiple partners has been linked with behavioral issues, poorer

academic performance and employment prospects, and increased delinquency. Similarly,

several studies have found elevated levels of stress, anxiety and depressive symptoms

among adolescents who engaged in romantic experiences compared to those who did not

(George & van den Berg, 2012).

In China, Barber (2016) noted several negative effects of dating during teenage including

poor academic performance, low educational aspirations, juvenile delinquency, enduring

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poor social skills, uncontrolled sexual behavior, depression and drug use. On the other

hand, Field, Diego, Pelaez, Deeds and Delgado (2019) suggest that with greater

emotional development and social skills, dating in later teen years can facilitate the

development of personal identity and coping skills. In Pakistan, Welsh, Grello and Harper

(2015) noted that early sexual involvements have also been linked to poor psychosocial

functioning among teenagers and young adults. This suggests that more advanced close

activities may exceed adolescents’ capacity for such relational load as well as present a

poor match to their actual close needs.

In sub Saharan Africa, it is believed that teenage is when young adults experience how to

be totally and socially independent. This is the time for curiosity and explorations in

choosing and having a partner, and explores this kind of curiosity that eventually leads to

close relationship. However, this kind of relationship may not lead to a pleasant and

intense love affair. This is just a result of their inquisitive mind and a sort of finding on

how to fit into the world (Connolly, Craig, Goldberg & Pegler, 2014). In a Ghanaian study,

Campbell and Oliver (2014) pointed out some costs which are found in a close

relationship, namely: stress and worry about the relationship, social and nonsocial

sacrifices, increased dependence on the partner, fights, time and effort investment, and

feeling worse about the self which were said to be the cause of anxiety of the students.

In Tanzania, various studies have shown that the influence of close relationships in teenage

is considerably more complex than a uniformly positive picture painted by classic theorists

(Collins 2017; Furman 2017; Joyner & Udry 2015). A growing body of evidence has

shown a negative impact of close relationships on teenagers’ emotional experience and

behavioral problems (Compian, 2014; Joyner & Udry 2015; Neeman, 2015; Simmons,

4
2016). Joyner and Udry (2015), for instance, drawing on data from the National

Longitudinal Study of Adolescent Health (2015), found that adolescents who had begun

close relationships in the past year manifested more symptoms of depression and

delinquency than those not in a close relationship during the same period. Other

researchers also have reported that dating in teenage was associated with poorer

psychosocial adjustment, including escalated mood swings, poorer self-esteem, lower

academic achievement, more alcohol and substance abuse, earlier involvement in sexual

activity, and behavior problems in American adolescents (Davila,2014; Haynie 2014).

Several explanations are offered as to why adolescent close involvement exerts such a

negative impact on adolescent development. For instance, adolescent close relationships

may produce high stress (Nieder & Seiffge-Krenke 2016; Laursen 2016), including

interpersonal conflicts, challenges of coping with sexual feelings and hassles associated

with management of close and other social relationships at the same time (Zimmer-Gem

beck 2016). It may also come from heightened tensions in their friend networks. Early

dating adolescents may experience more guilt and other negative emotions with their

friends. Close involvement may also change the way adolescents perceive themselves:

early dating girls may have deflated body image and elevated depressive symptoms

(Compian, 2016; Smolak, 2016), partly because they are more concerned about their

attractiveness.

Despite the many benefits of teenage close relationships, frequent breakups seem to be the

norm. Connolly and Johnson (2018) posit that even though close relationship plays an

important role in the development of an adolescent, most close relationship in the

adolescence stage last for only 6 months to 1 year. This situation implies frequent break-

5
ups, which cause anxiety among adolescents. Furman (2017) asserts that breakups are

mostly the cause of depression among teenagers as well as making the adolescents mostly

prone to problems in adjustment when they get involved in close relationships at an early

stage of their adolescent life.

The breakup stage of a romance has been linked to heightened likelihood of first onset of

major depressive disorder among older adolescent. A number of variables related to

adolescent romance have been associated with the risk of suicide attempts or completions

in adolescents. These include incongruent partnership role-identities, negative sexual

experiences and stressful events including breakups and relationship disputes.

Nevertheless, the extent to which romantic relationship issues contribute to suicide risk

remains unknown (Price, et al, 2016). According to Lippe, Brener, McManus, Kann and

Speicher (2018), close relationship break up affects teenage girls more than boys, because

girls typically experience puberty earlier than boys and take breaking up more seriously.

Coping is defined as the ability to deal with an attempt to overcome problems and

difficulties (Cancio & Chang, 2018). Carver and Connor-Smith (2019) define coping as

efforts to prevent or diminish threat, harm, and loss or to reduce associated distress. Coping

strategies also refer to specific efforts, both behavioral and psychological, that people

employ to master, tolerate, reduce, or minimize stressful events. Three types of coping

strategies have been identified by Chen (2014). The first is the passive coping strategies

that include withdrawal, imagining, ignoring, waiting, and catharsis. The second is the

maintenance coping strategies which include self-adjustment, self-restraint, and

replacement. Thirdly, active coping strategies and include problem-solving, seeking

support, cognitive reconstruction and comparison.

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According to Carver, Scheier and Weintraub (2019), coping strategies are categorized into

three categories. First is the “problem-focused coping” which includes active coping,

planning, and suppression of competing activities, restraint coping and seeking of

instrumental social support. The second is the “emotion-focused coping” which contains

seeking of emotional social support, positive reinterpretation (positive reframing),

acceptance, denial, and turning to religion. The third category includes focus on and

venting of emotions (venting), behavioral disengagement, mental disengagement (self-

distraction), humor, and substance use. Other two forms of coping were developed by

Lazarus and Folkman (1984), the-problem-focused coping and emotional-focused coping

(Biggs, Brough

& Drummond, 2017).

1.2 Statement of the Problem

Closeness, is an important index of relationship quality has been studied extensively

among adults, especially in the context of heterosexual relationships. Teen’s involvement

in romantic relationships is developmentally appropriate and healthy in adolescence

(Niolon, Taylor & Tharp, 2016). The teen relationships provide a valuable opportunity for

adolescents to work toward achieving many important developmental tasks. However,

according to Compain, Goward and Hayward (2014), despite being normative, close

relationships formed in teenage are associated with adverse emotional, psychological and

behavioral adjustments. In particular, close involvements among teenagers have been

linked to poor psychological adjustment, self-esteem, and body image issues.

Relationship breakups in teenagers during this developmental stage of life are usually

common. Such breakups have a detrimental psychological effect on these teenagers such

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as aggression, depression, substance abuse and in extreme cases lead to self-harm and

suicide (Price, Hides, Cockshaw, Staneva, & Stoyanov, 2016). However, the major

challenge of these breakups was how to cope and come in terms with it because of its

overwhelming long term impacts on teenager’s life. In Mvita Sub County, Mombasa

County, there has been a rise in self-harming habits among teenagers involved in close

relationship breakups (Ahmed, 2014). Despite all these, there is scarcity of studies

addressing perception of teenagers on the causes of close relationship breakups and the

coping strategies used among secondary schools students. Therefore, this study sought to

find out the perception of teenagers on the causes of close relationship breakups and the

coping strategies used among secondary schools students in Mombasa County.

1.3 Purpose of the Study

The purpose of this study was to find out the perception of teenagers on the causes of close

relationship breakups and the coping strategies used among secondary schools students in

Mombasa County.

1.4 Objectives of the Study

i. To establish the perception of the causes of close relationship breakups among

teenagers in Mombasa County ii. To identify the coping strategies used by teenagers

following a close relationship breakup in Mombasa County iii. To determine the gender

differences in the perception of causes of close relationship breakups and coping

strategies among teenagers in Mombasa County.

iv. To propose necessary interventions on close relationship breakup among teenagers

in Mombasa County

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1.5 Research Questions

i. What are the causes of close relationship breakups among teenagers in Mombasa

County?

ii. What are the coping strategies employed by teenagers in close relationship

breakups in Mombasa County?

iii. What are the gender differences in perception of causes of close relationship

breakups and coping strategies among teenagers in Mombasa County?

iv. What measures can be taken on close relationship breakups among teenagers in

Mombasa County?

1.6 Justification and Significance of the Study

Relationship breakups in some instances may have detrimental psychological effect on

teenagers. These might results to aggression, depression, substance abuse and in extreme

cases lead to self-harm and suicide. However, the major challenge of these breakups is

how to cope and come in terms with it because of its overwhelming long term impacts on

teenager’s life.

The study will also be beneficial to the guidance and counseling teachers, as it will provide

insight on the causes and effects of relationship breakups, hence develop strategies for

handling teenagers in such situations. The study findings will be beneficial to the parents

and guardians of the teenagers on how they can offer support to their children especially

those who had been affected by such breakups on how to handle the situation and get

healing.

9
This study will be of significance to the teenagers especially those involved in close

relationships. Through highlighting the causes and psychological effects of close

relationship break ups. Further, they might be useful in expanding the wealth of knowledge

in this study area which had not received much attention, and will be useful in provoking

further areas of research in the same topic. It acts as a reference point to other scholars

conducting studies in the same area.

1.7 Scope of the study

The study comprised of 93 teenagers aged from 13 to 19 years in the 3 secondary schools

both public and private and 3 teachers in Mvita Sub-County in Mombasa County. The

secondary schools teenagers used were in form 2 to form 4 since form one were considered

new to the school. The study adopted a cross sectional survey design. Three schools were

selected for study. A sample of 93 students was selected from the three schools and one

counselling teacher from each of the selected schools was selected for the study.

1.8 Study Limitations

The study did not focus on all the secondary schools in Mvita Sub County, Mombasa

County but only focused on a sample of three secondary schools. The findings cannot be

generalized to other teens in other schools. Secondly, the kind of information that this

study sought to elicit was sensitive and confidential making some of the respondents feel

uncomfortable to share. This might have led to reluctance in study participation. To

mitigate this limitation, the respondents were assured of confidentiality. It was also

emphasized that the responses were treated as confidential and that the respondent’s

references were removed.

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1.9 Assumptions of the Study

The assumptions of the study were that; the respondents provided sufficient and truthful

information. The researcher assumed the participants have experienced close relationship

breakup in their life. It was also assumed that the respondents had an understanding at hand on

information on relationship breakups and were willing to share out.

11
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This section presented a review of the related literature on relationship breakups among

teenagers. This includes the theoretical and conceptual frameworks, evaluation of existing

empirical works, a critique of related literature, research gaps and finally the summary of

the literature.

2.2 Theoretical Framework

The Need to belong theory was used to inform this study. This theory was proposed by

Roy Baumeister and Mark Leary in 1995. This theory seeks to show that humans have a

natural need to belong with others. The “Need to Belong” theory which asserts that all

humans share a common need to be connected with others, and common sense signals that

individuals’ lives are better for being connected (Baumiester & Leary, 1995). Furthermore,

the two scholars proposed that the “need to belong” has two aspects: (1) people want a

stable and enduring context of concern and caring, (2) people need frequent interaction

with the same person.

As stipulated in the first aspect, people want a constant perspective of being loved and

cared. Myers (2010) supported this theory by stating that people who find supportive

person whom they can disclose makes them feel accepted and prized. He added that this

situation is associated with the arousal of behavior (irrepressible joy and happiness) to the

persons involved which causes them to be driven by their goals in life. However, Myer

(2010) stated that there are certain external situations (factors) which occur in the course of

relationship and these situations thwarted the need to belong. Consequently, Baumeister
12
and Leary (as cited in Gere & MacDonald, 2010) affirmed that these threats would lead

them to focus their attention on their “relationships and social networks”, which, by taking

up limited intellectual resources, may prompt hindrances in handling in different areas.

In the second feature, Baumiester and Leary (1995) proposed that a person had to

frequently interact or get in touch with the same person or group in order to accomplish the

state of full belongingness. Hence, applying the concept proposed by the theory of the

Need to Belong, relationship allows people satisfy the need to belong. Intimate

relationship offers people more desire to have a constant feeling of being loved and cared

and is characterized by more frequent interaction because of its exclusivity. Having a

perspective of enduring and harmonious relationship, people have the desire to achieve

their goals, thus giving their best in every task they do which contributes to the betterment

of a relationship. However, this perspective is threatened by some factors such as jealousy,

conflicts with partner, disapproval of other important persons, etc. The need to belong

theory explains that those threatening situations affect not only the domains of intimate

relationship but also other cognitive tasks of an individual (Mae, Colonia & Tanongon,

2016).

This theory was appropriate to this review in clarifying the causes for relationship

breakups and their effects on teenagers and is useful in guiding the coping mechanisms in

the occurrence of such.

2.3 Review of Related Literature

2.3.1 Causes of Close Relationship Breakups among Teenagers

Connolly and McIsaac (2016) examined the prevalence and developmental significance of

relationship break-ups in adolescence utilizing a sample of 910 teenagers. Using a

13
categorical-content methodology, the study established that many of the justifications for

dissolution the “fit disappointments” in meeting the various formatively remarkable salient

intimacy needs, particularly those identified with reliance. Examples were steady across

sexual orientation and age; nonetheless, those with sentimental experience concentrated

most on neglected intimacy needs. The study proposed that given that the reactions were

brief, a code for the speculated content-classes of closeness, alliance, sexuality, character

and independence was assigned.

The affiliation classification comprised of dissolution causes such as lack of time spent

together, boredom, and lack of interest while the classification of intimacy encompassed

things such as nonexistence of affection, mistrust/deceitfulness, communication hurdles

and poor treatment. Sexuality concerns involved sexual discontentment and absence of

physical fascination. The scholars discovered that affiliation related issues (44%) as well as

intimacy issues (36%) were the most predominant in teenagers’ breakup explanations than

were issues related to sexuality (20%) (Cancio & Chang, 2018). A key issue in this

research was that the adolescents were just required to give the most imperative

explanation behind the separation when in reality the separation may have happened for

some causes, some enormous, some little. Moreover, the qualitative method restricted the

power of the information examination.

Seiffge-Krenke (2015) investigated the breakup causes of youth at different dating stages

and ages. 282 adolescents in grades 9 to 12 and 499 first-year University students were

selected from a larger sample, based on having a recent relationship breakup. The

Attributions for Relationship dissolutions Scale was administered. Exploratory factor

analyses revealed a five-factor structure including affiliation, intimacy, infidelity,

14
autonomy, and relationship identity. A 5-factor scale was obtained however infidelity

emerged as a separate factor and sexuality items clustered with affiliation and autonomy.

Those two breakup causes were the most prominent at both ages. Dating stage influenced

causes, with dyadic daters more likely to highlight affiliation and serious relationships

highlighting intimacy. Gender differences were confirmed. These findings suggested that

relationship breakups in adolescence and emerging adulthood occurred when there was a

relationship failure to meet developmental needs and that there were considerable

continuity in these relational dimensions from adolescence into emerging adulthood.

Appel and Shulman (2015) analyzed the role of intimacy attraction and conflict resolution

patterns in shorter and longer relationship maintenance among adolescent couples. The

information utilized was from 55 teenage couples with the age bracket of 15-18 years. The

couples filled up the intimacy Attraction scale and an observation of them negotiating a

disagreement undertaken. After 3 and 6 months, the couples were requested to report

whether they were still together. Results demonstrated that partners' attraction close ally

and the propensity to limit differences amid interaction were critical in predicting the

sustainability of a shorter relationship. On the other hand, longer relationship sustainability

was dependent on partners' ability to settle conflicts in a constructive way in a progressive

atmosphere.

Field, Diego, Pelaez, Deeds, and Delgado (2010) undertook an assessment of breakup

distress and loss of intimacy in university students. Breakup anguish and explanations

behind the dissolution consisting of affiliation, closeness or intimacy, sexuality and

independence commonly known as autonomy causes were investigated amongst 119

students who had gone through a current dissolution of a sentimental relationship. Division

15
of the sample into high and low dissolution anguish groups in light of the middle score on

the Breakup Distress Scale was conducted. This was a scale comprising of 20-items that

was created for this research grounded on a qualitative study conducted on secondary

school students’ accounts for their breakups experiences. Only the intimacy subscale

isolated high and low dissolution anguish groups. Lack of intimacy items comprised of

communication hurdles, mistrust, unreciprocated love, and uncaring behavior, shrinking

empathy, quarrels, unfaithfulness and hypersensitivity.

Using a unique sample of individuals who have and have not attended college, Norona,

Olmstead, and Welsh (2016) conducted a mixed-methods study to examine the narratives

of 113 emerging adults’ motivations for initiating breakups with intimate partners.

Findings indicated that these motivations were largely due to their relationships and/or

their intimate partners not fulfilling their needs for interdependence. Additionally, unmet

intimacy, identity, and autonomy needs were the most frequently reported causes for

relationship termination, indicating that emerging adults consider both their need to be

close with others and their need to follow their own paths for their careers and desires for

family formation. This study also demonstrated links between perceptions of

developmental tasks in emerging adulthood and motivations for ending intimate

relationships. Those who ended intimate relationships due to unfulfilled intimacy needs

tended to be more relationally focused, and those who ended intimate relationships due to

unfulfilled autonomy or identity needs tended to view emerging adulthood as a time of

experimentation and possibilities, feeling “in between,” negativity and instability.

Implications for the role of relationship dissolution in emerging adult development were

discussed

16
Seiffge-Krenke and Burk (2015) conducted a study on bad intimacy; links between

psychological and physical aggression and relationship functioning in adolescent couples.

In a sample of 194 intimate partner dyads, differences between female and male partners’

reports of aggression (psychological and physical) and different measures of relationship

functioning (jealousy, conflicts, and the affiliative and relationship quality of the

relationship) were assessed. A hierarchical cluster analysis identified five distinct

subgroups of dyads based on male and female reports of psychological and physical

aggression: non aggressive couples, couples with higher perceived aggressiveness (both

physical and psychological) by females, couples with higher aggressiveness perceived by

males and mutually aggressive couples. A substantial number of non-aggressive dyads

emerged. Of note was the high number of females showing one-sided aggression, which

was, however, not countered by their partner. The mutually aggressive couples showed the

least adaptive relationship functioning, with a lack of supportive, trusting relationship

qualities, high conflict rates and high jealousy.

Boykin (2004) carried out a qualitative research on how six couples that wedded as young

people had managed to have successful and enduring unions. Six white couples who were

from the Eastern U.S. took part in interviews conducted. The study outlined the practices

which these couples accepted were the most critical to the success of the unions. The

couples gave their own encounters and in addition their unique viewpoints on the

fundamental components that were essential for marital success. Five key subjects arose

from the interviews comprising of commitment, communication, shared values,

spirituality, intimacy, and family.

17
Ha, Overbeek, Lichtwarck-Aschoff, and Engels (2013) sought to find out whether

resolving conflict as well as conflict recovery predicted breakups among middle adolescent

couples.

It was expected that couples with the ability to resolve and recuperate from the conflict to

show a lower likelihood of separating. In this study, 80 teenage couples took part in a

4wave prospective and observational survey. Notwithstanding self-report measures,

teenagers were continuously under observation in real-time whenever conflicts occurred

between the partners. Multilevel Proportional Hazard investigations uncovered that, as

opposed to the hypothesis, the process of conflict resolution as well as conflict recovery

were not predictor of the probability of separation. This shown that, resolving conflict or

conflict recovery processes are not predictor of separation but rather coping strategies for

conflicts in relationships.

2.3.2 Effects of Close Teen Relationship Breakups

Youths’ romantic breakups are among the strongest predictors of depression, in various

cultural context (Dooley, Fitzgerald, & Giollabhui, 2015; Larson et al., 2016. Although

normative and important for positive development, romantic relationships of youths are

also associated with intense emotional and cognitive demands that may overwhelm and

stress young people in as much as they can lead to the onset of depressive symptoms.

Frequency of breakups has been linked to increased depressive symptoms, particularly in

emerging adulthood when lasting romances are expected (McIsaac, 2010). Emerging

adults are also more likely to report depressive symptoms if they had experienced a recent

breakup, with a stronger link being observed for females than males (Simon & Barrett,

2010). Consistent with these experiences of emerging adults, in Hetherington and

18
Stoppard’s (2012) qualitative study, adolescent girls revealed that they saw romantic

breakups as a leading cause for girls’ experience of depression.

According to Collins Welsh and Furman (2017), by age 18, most teenagers in secondary

schools report having had at least one romantic breakup adolescents are more likely than older

youths to report on breakups that occurred within the past 12 months. Fewer emerging adults

report having had a recent breakup, likely because their relationships last longer. Indeed, in

adolescence, short-term romantic involvements appear to be appropriate ways to explore

intimate relationships, whereas emerging adults are expected to form lasting, intimate, and deep

bonds (Arnett, 2011). Although duration of romantic relationships increases over the course of

adolescence and emerging adulthood, typically these relationships are less lasting and

committed than adult ones, and are marked by more frequent disruptions (Connolly & McIsaac,

2018; Moore et al., 2012).

For some youths, romantic breakup may be linked to positive outcomes, such as

postbreakup growth (Lewandowski & Bizzoco, 2017; Moore et al., 2012; Tashiro &

Frazier, 2013). However, for others, it is associated with intense, adverse outcomes such as

symptoms of anxiety, depression, and maladaptive coping. Sorenson et al., (2013) found

that giving a full and clear account of what happened and why it happened was crucial in

giving their emerging adult and adult participants a sense of control over their recovery

from a breakup and ability to move on with their life. Similarly, Hetherington and Stoppard

(2012) found that their adolescent participants also identified lack of clarity about what

went wrong in relationships and what caused dissolutions as a particularly distressing

factor, which impinged on girls’ sense of self-worth. This supports the idea that the

19
perceived causes for a romantic dissolution may serve as important mechanisms in

determining post-relationship coping and adjustment.

2.3.3 Coping Strategies of Relationship Breakups among Teenagers

Buck (2010) conducted a study on relationship breakups. According to the study, coping was a

vital part of relationship separation because of the pressure and emotional distress associated

with such a change in life. Coping-related factors that were found to be linked to the way an

individual coped after breakups comprised of the status of the initiator, social support given,

and controllability over the separation. Sexual orientation also played a crucial role in coping,

comprising coping with relationship dissolution. It seemed like men and ladies may concentrate

on various parts of a similar circumstance. It was found that certain coping approaches,

particularly reflective, responsive, and suppressive coping approaches had a positive

relationship with posttraumatic development for men while reflective coping was identified

with growth for ladies.

Repression strategy acts to keep information out of conscious awareness. However, these

memories don't just disappear; they continue to influence our behavior (Schar, Fraterrigo,

Slattery, Rogalski & Steininger, 2019). For example, a person who has repressed memories

of abuse suffered as a child may later have difficulty forming relationships. Reactive

coping style involves emotional and cognitive items that involve distorting the individual's

ability to cope by depleting their resources and acting impulsively (Gloria & Steinhardt,

2016).

Larson and Sbarra (2015) conducted an assessment of whether taking part in a

measurementintensive study of coping changes the path of breakup-related healing. This

study examined whether participating in research about how people cope with romantic

20
breakups can improve young adults’ psychological well-being without first creating an

explicit expectation for improvement. We randomly assigned participants to one of two

experimental conditions. In the first, measurement-intensive condition, participants spent

about 3.5hr completing self-report questionnaires and discussing their separation across the

9 weeks before the fourth and final study visit. In a second (pre–post) condition,

participants completed an initial (T1) set of self-report questionnaires, then returned to the

lab for a repeated assessment at the final (T4) assessment, which again involved

questionnaires and the breakup interview; people in the pre–post condition spent roughly

45 min in the study before their second, final visit at 9 weeks. Overall, the results suggest

that reductions in selfconcept disturbance, triggered by the measurement-intensive

condition, enabled reductions in self-reported loneliness, breakup-related emotional

intrusion, and first-person plural words.

Barber (2016) conducted a study with the aim of testing two interventions that facilitated

breakup recovery among adolescents who had broken up from an intimate relationship and

were transitioned to college. The study tested two online interventions aimed at facilitating

recovery from a breakup for this potentially important at-risk group. 190 first-semester

college students who had experienced a recent breakup were randomly assigned to an

online chat, online journal, or no-treatment control condition, and then completed weekly

online reports of their psychological adjustment, alcohol use, and sexual behaviors over a

12 week period. Results of analyses comparing patterns of change over time between the

intervention and control groups revealed greater declines in anger, loneliness, weekday

alcohol use, drinking to cope, and rebound sex among the intervention relative to the

control groups. However, analyses of the mechanisms hypothesized to underlie the

21
observed intervention effects were mixed. In sum, these two interventions had modest

effects in facilitating recovery from a relationship breakup, although the mechanisms

underlying these effects remain uncertain.

2.4 Summary of Related Literature

The study reviewed various scholarly works on relationship breakups, effects and coping

strategies employed among teenagers. Literature reviewed indicated that most scholars

such as, Field, Diego, Pelaez, Deeds, and Delgado (2010); Bravo, Connolly, and McIsaac

(2016); Connolly and McIsaac (2016) asserted that adolescent relationship break ups

emanated from intimacy, affiliation, sexuality, identity and independence issues. The

process of breakup was further shown to have detrimental effects on the teenagers such as

depression, self-harm, suicide and even emotional wellbeing since they posed a threat to a

treasured identity, weaken feelings of self-worth, and damage social relationships (Chen,

Guo, Yang, Li, Duan,

Zhang, & Ge, 2016; Price, Hides, Cockshaw, Staneva, & Stoyanov, 2016;Simon and

Barrett, 2010). These studies also highlighted various ways in which teenagers used to

cope with breakups as well as the gender differences in how teenagers coped and reacted

to those breakups. The needs to belong theory and the social exchange theory were

reviewed to show various dimensions of the study. For some youths, romantic breakup

may be linked to positive outcomes, such as post-breakup growth. However, for others, it

is associated with intense, adverse outcomes such as symptoms of anxiety, depression, and

maladaptive coping. The review of literature also showed that most studies have focused

on relationship break ups among married couples and thus the need to focus on

relationship break up among teenager and the coping strategies employed. The review

22
showed that the little in depth study had been conducted on teenage breakups and much

concentration was on adult relationship breakups. Few studies existed on the prevalence of

teenage intimacy breakups even though many scholars stated that it was a challenge.

2.5 Conceptual Framework

A conceptual framework is a logical presentation which identifies the various components

that when assembled clarify the issue of concern. The conceptual framework is therefore

the set of broad ideas that is used to clarify the connection between the independent

variables (factors) and the dependent variables (outcome). In this study, the causes, effects

and coping strategies of relationship breakups among teenagers are shown. The diagram

shows that the causes of relationship breakups among teenagers can be grouped in four

main categories lack of time, boredom, independence and affiliation. Hence, factors within

these categories influence the occurrence of such breakups. These breakups can affect the

psychological wellbeing of the teenagers. However, the severity of these effects on the

teenagers was affected by the coping strategies that these teenagers employed to deal with

the aftermath of the break up.

23
Independent Variables Confounding variable Dependent Variable

Causes of Close relationship

Breakups
Close Relationship Coping Strategies
 Lack of time Breakup Social /peer support
 Boredom  Stress Parental support
 Depression Counseling
 Independence  Anger Self- concept clarity
 Affiliation  Withdrawal

Figure 2.1: Relationship Between Causes of Close relationship Breakups and Coping
Strategies

Source (Author, 2019)

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the methodology that was adopted in conducting the study. It

explains the research design, site of the study, the target population, the sample size and

sampling techniques and the data collection instruments. The section further highlighted

the pilot study and methods of data analysis that were adopted in the study as well as the

ethical considerations

3.2 Research Design

A cross sectional descriptive survey design was used. This research design was preferred

over the other designs because it enabled a researcher to describe a phenomenon as it

24
exists, by taking raw data and tabulating it into a useable format. Hence, by adopting this

research design, the researcher was in a position to describe the phenomenon of

relationship breakups, its effects and coping strategies employed among teenagers in

Mombasa County.

3.3 Site of the Study

The research was carried out in Schools in Mvita Sub-County in Mombasa County. The

researcher selected Mvita Sub-County in Mombasa County because it had both urban and

rural setting. In Mombasa County, Mvita Sub County, has the highest rise in self-harming

habits among teenagers involved in close relationship breakups that led to its selection.

3.4 Population of the Study

A population is the total group of individuals, occurrences or even objects being

considered in a survey and which should possess certain observable features (Mugenda &

Mugenda, 2003). The population for the study comprised of all the 10, 043 teenagers aged

from 13 to

19 years in the 11 secondary schools both public and private and 11 teachers in Mvita

SubCounty in Mombasa County. The secondary schools teenagers used were in form 2 to

form

4 since form one were considered new to the school.

Table 3.1: Population of the Study

School Category Number of Schools

Public Secondary schools 7

Private Secondary Schools 4

25
 Total 11

3.5 Sampling Procedures and Sample Size

According to Mugenda and Mugenda (2003), a sample size of 30% of the entire population

is adequate for study and thus was used in the study. Stratified sampling technique was

used to select the schools based on public and private secondary schools. The strata

included both the type of school (mixed public secondary schools and private secondary

schools) and single sex or mixed school.

Table 3.2: Schools Sample Size

School Category Number of Schools Sample size

Public Secondary schools 7 0.3*7=2.1 =2

Private Secondary Schools 4 0.3*4=1.2 =1

Total 11 0.3*11=3.3 =3

Stratified random sampling was used in selecting the 3 specific secondary schools from the

11 schools where a boy school, girl school and a mixed school were selected and named

school A, B and C respectively. The boy and girl secondary schools were public while the

mixed secondary school was private and thus it incorporated all the categories. The

number of students in the 3 selected secondary schools was 2,739 students (County

Education Office, 2019) as shown in Table 3.3.

Fisher’s formula (1983) was adopted to calculate the sample size of the students to

participate in the study.

n=Z2*p*(1-p)/d2

26
Where:

n = Sample size

Z = Normal distribution Z value score, (1.96) p = Proportion of units in the sample size

possessing the variables under study, where for this study it is set at 50% (0.5) d =

Precision level desired or the significance level which is 0.1 for the study

The substituted values in determining the sample size for a large population were as
follows.

n= (1.96)2(0.5) (0.5)

(0.1)2

=96

The sample size for the study was then adjusted since the target population is less than

10,000.

n=nMNNnBVXVBm
1+ (n-1)/N

Therefore, n= 96/1+ (96-1)/2,739= 93

Thus, the sample size for the study was 93 students and were apportioned according to the

population of the students in each of the 3 schools as shown in Table 3.3.

Table 3.3: Sample Size

School Category Target population students Sample size

Boys School (933*93)/2739

A (Public) 933 32

Girls School (906*93)/2739

B (Public) 906 31

27
 Mixed School (900*93)/2739

C ( Private) 900 30
Total 2,739 93

The researcher used random sampling to select students who were willing to participate in

the study with the help of the guiding and counselling teachers. Folded papers were used to

select the students to participate in the study where they were assigned with numbers: 1

(allowed to participate) and 0 (Not allowed). 32 folded papers were coded with 1 for

school A, 31 for school B and 30 for school C. All the students who randomly picked

numbers 1 were selected to participate in the study. On the other hand, purposive sampling

was used to select 1 guidance and counselling teacher from each school totaling to 3

school counselors.

3.6 Research Instruments

This study utilized primary data which was collected by use of semi structured

questionnaires that were developed for administering to the respondents. The questionnaire

was divided into different sections which were in line with the study objectives. The first

section contained questions on demographic characteristics. The second section contained

questions on the causes of close relationship break ups among teenagers. The third section

contained questions on the coping strategies used by teenagers after close relationship

break up. The fourth section contained questions on the gender differences in perception of

close relationship break ups among teenagers (Appendix II). An interview schedule was

also used to collect data from the counselling and guidance teachers. The interview

schedule sought to probe for more information on the major factors that causes close

28
relationship break ups among teenagers as they relate with the students during guiding and

counselling sessions

(Appendix III).

3.7 Data collection procedures

The questionnaires were self-administered. Two research aides selected by the researcher

were to offer assistance in the data collection process. They were also briefed and trained

by the researcher on the purpose of the study. The researcher booked an appointment with

school admistration to seek permission of meeting the students. An introducty letter was

issued to introduve the respondents to the execrise. After getting the permission, the

researcher met with the respondents and agreed on the best time that was convenient for

them. The mode of questionnaire administration was in group basis while on the other

hand, interviews were conducted on individual basis. Consent from the participants was

sought before conducting the study. the questionnaires were filled by the respondents

individually.

3.8 Pilot testing

A pilot study was used to assess the consistency of the research instrument. Ten

questionnaires were piloted and issued them to 9 respondents which was 10% of target

population of 93. The pilot study was conducted in a neighboring school which was not

part of the sample. The 9 questionnaires were later on coded and answers put into SPSS

which utilized to produce the reliability coefficients. The pilot study was used to verify the

accuracy and efficiency of the research instruments before the main data collection where

validity and reliability was conducted. The findings were used to enhance the research

instruments.

29
3.8.1 Validity

To ensure content validity, the questionnaire was reviewed by experts at Kenyatta

University, department of psychology. They were requested to assess the statements in the

instrument for applicability and whether they were significant, clear and whether they

measured what was intended. On the premise of the assessment, appropriate adjustments

within the instrument were undertaken before using it in the ultimate data collection

exercise. These included, dropping redundant questions and adding relevant ones. Their

review remarks were utilized to guarantee content validity.

3.8.2 Reliability

Reliability refers to the consistence, stability, or dependability of the data. The

questionnaire was subjected to overall reliability analysis of internal consistency as they

were in Likert scale format and measured using Cronbach (1989) alpha. Internal

consistency measures the correlations between different items on the same test (or the

same subscale on a larger test) and whether several items that propose to measure the same

general construct produce similar scores. Castillio (2009) provide the following rules of

thumb: >0.9 – Excellent, >0.8 – Good, >0.7 – Acceptable, >0.6 – Questionable, >0.5 –

Poor and <0.5 – Unacceptable. The reliability results were as shown in Table 3.4

Table 3.4: Reliability Analysis

Variable Items Cronbach alpha Comments

Causes of close relationship breakups 21 0.81 Acceptable

Coping strategies for breakups 7 0.84 Acceptable

Gender perceptions 4 0.76 Acceptable

30
The results in Table 3.4 shows that Cronbach’s alpha for all the items under causes of close

relationship breakups coping strategies for breakups and gender perceptions were all above

0.7 implying that the instrument was sufficiently reliable for measurement.

3.9 Data Analysis and Presentation

The study obtained both qualitative and quantitative data. Consequently, it was subjected

to quantitative and qualitative analysis. Quantitative data was evaluated using descriptive

statistics comprising of mean, mode, and standard deviation. The data was further scored

and scored using the means. On the other hand, analysis of qualitative data was done by

content analysis. The qualitative data was recorded, transcribed, coded and grouped into

content according to the research questions by the analyst.

3.10 Ethical Issues

Ethical concerns were associated with the ethical standards that a scholar needed to

observe in all the research methods at all stages of the study plan. The researcher obtained

data collection authorization from National Commission for Science, Technology and

Innovation (NACOSTI). After obtaining authorization to undertake the study from the

department of psychology, Kenyatta University, informed consent was obtained from the

participants. The researcher also elaborated to the participants how the study was

beneficial to them. While observing the three principles, sensitivity to the respondents’

feelings such as sexuality were considered when examining questions likely to emotionally

hurt the respondents and additionally shielded them from adverse circumstances. The

respondents were further alerted that the data they gave was neither to be utilized to hurt

them nor be utilized for commercial and selfish personal gain but merely for academic

31
purposes and voluntary. Full disclosure, unbiased treatment and discretion was also

observed.

All participants’ responses were voluntary, confidential and responses were anonymous.

There were no study identifiers like name that would link the participant to any data.

Instead, study numbers were created and coded information used. Only the study

participants and the researcher had access to the data.

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND DISCUSSION OF THE FINDINGS

4.1 Introduction

This chapter presents the findings and discussions according to the objectives of the study.

The aim of the study was to investigate the causes of close relationship break ups, coping

strategies and gender differences among secondary schools students in Mombasa County,

Kenya. The chapter was organized into five sections. The first section of the chapter

presented the demographic information of the respondents. Second section contained data

on the causes of close relationship breakups among the respondents. The third section

focused on the coping strategies adopted after relationship breakups. Fourth section

contained findings on the gender differences on perception of close relationship break ups.

Finally, the fifth section presented data on the last objective of the study which was to

propose necessary measures on close relationship breakup among teenagers in Mombasa

County. Data was presented using descriptive statistics such as percentages, frequencies,

tables and pie charts. The study used 93 secondary school teenagers and 3 teachers as the

32
respondents. All the questionnaires were filled and retuned representing 100% of the

response rate.

4.2 Demographic Characteristics

This section represented the general characteristics of the respondents in terms of gender,

age, level of education and religion.

4.2.1 Gender of the Respondents

The respondents were asked to indicate their gender. The findings are as shown in Table 5.
Table 4.1: Gender of the Respondents
Gender Frequency Percent

Male 45 48.4

Female 48 51.6
Total 93 100

The results showed that 51.6% of the respondents were female while 48.4% were male.

This implied that the study included both genders were equally represented thus giving

more reliable and valid data.

4.2.2 Age of the Respondents

The respondents were also asked to indicate their age. The findings are as shown in Table
6. Table 4.2: Age of the Respondents
Age Frequency Percent

14-15 19 20%

16-17 47 50%

18-21 28 30%

33
Total 94 100%

From the findings, majority of the respondents who were 50% were ages 16-17 years old.

The findings also revealed that, 30% of the respondents were 18 -21 years old. Lastly, the

least was 14-15 with 20%. This indicates that there were more students aged 16 to 17 years

who participated in the study.

4.2.4 Religion

Respondents were requested to indicate their religion and the findings were presented in
the

Table 7.

Table 4.3: Religious Background of the Respondents

Religion Frequency Percent

Christian 49 52.7

Muslim 42 45.2

Hindu 2 2.2

Total 93 100

Table 4.3 shows that majority of respondents of the study were Christians consisting of

52.7% and followed by Muslims with 45.2% then Hindus had 2.2%. This implies that most

of students who participated in the study were Christians accounting for more than 50% of

all respondents.

34
4.3 Findings of the Study

This section contains the findings of the study which was to establish the perceptions of

Teens on the causes of close relationship breakups and coping strategies among teenagers
in

Mombasa County. The findings are presented as per objectives of the study.

4.3.1 Causes of Relationship Break up

The respondents were asked to indicate the factors that caused relationship breakups.

These factors were categorized into intimacy related factors, sexuality related factors,

autonomy related factors and affiliation related factors. The findings are presented in this

section.

4.3.1.1 Intimacy Related Factors

The findings on intimacy related factors are presented in table 4.4.

Table 4.4: Intimacy Related Factors

Great Mea Ran Std.

35
Statement Low Moderate Extent N n k Dev

Mistrust and 9
cheating
(8) 9.11% (3)3.01% (82)87.88% 3 4.12 1 0.89
Arguments

and
fights
(8)9.09% (6)6.06% (79)84.84%
with
9
each
other 3 4.12 2 0.99

Too much
suspicion
of each 9
partner (8)9.09% (7)8.03% (79)84.88%
3 4.09 3 0.95
(2)2.07% (79)84.85%
(12)13.08 9

% 3
Lack of care 4.03 4 0.95

9
Poor or no
communicatio (8)9.09% (3)3.03% (82)87.88% 3 4.00 5 0.90

36
 n with each

other

Not

reciprocating (7)7.09% (14)15.15 (72)77.76% 9

love % 3 3.76 6 0.87

Average 9.43% 6.23% 84.68% 4.02 0.93

The study findings on intimacy related factors were ranked according to their means. The

findings showed that under intimacy related factors, the highest was that arguments and

fights with each other led to relationship break up as shown by a mean of 4.12. This was in

the same level with those who mentioned mistrust and cheating with each other as to what

leads to relationship break up as shown by a mean of 4.12. Furthermore, the study

participants indicated that not reciprocating love leads to close relationship break ups as

shown by a mean of 3.76. On average, the intimacy related factors as a cause of

relationship break up was at 84.68%. On five-point scale, the average mean of the

responses on intimacy related factors was 4.02 with a minimum of 1 and a maximum of 5.

The standard deviation of 0.93 implied that the responses did not have much variation and

were clustered around the mean response.

4.3.1.2 Affiliation Related Factors

The respondents were asked to indicate their opinions on the affiliation related factors that

caused relationship breakup. The findings are presented in Table 4.5.

37
Table 4.5: Affiliation Related Factors
Great Std.
Extent
Dev
Statement Low Moderate N Mean Rank
Boredom when

together
(8)9.09% (0)0% (85)90.91% 93 4.39 1 0.85

The amount of
time spent in doing
other activities
separately
(6)6.46% (6)6.06% (81)87.48% 93 4.3 2 0.73

Low level of shared

interests and traits
(6)6.06% (6)6.06% (82)87.87% 93 4.27 3 0.84

Inadequate time
spent together
(8)8.5% (3)3.03% (82)88.46% 93 4.27 4 0.80

Low level of sharing

activities together
(6)6.06% (3)3.03% (85)90.9% 93 4.24 5 0.90
Average 7.23% 3.64% 89.12% 93 4.29 0.82

The study findings on affiliation related factors ranked using the mean indicated that

boredom when together led to relationship break up as shown by a mean of 4.39. The least

was low level of sharing activities together leads to close relationship breakup as shown by

a mean of 4.24. On average, the affiliation related factors as a cause of relationship break

up was at 89.12%. On five-point scale, the average mean of the responses on affiliation

related factors was 4.29 with a minimum of 2 and a maximum of 5. The standard deviation

38
of 0.82 shows that the responses did not have much variation and were clustered around

the mean response.

4.3.1.3 Sexuality Related Factors

The respondents were asked to indicate their opinions on the sexuality related factors that

caused relationship breakup as shown in Table 4.6.

Table 4.6: Sexuality Related Factors

Great
Std.

Statement Low Moderate Extent N Mean Rank Dev

Frequency of
sexual intimacy (14)15.15% (6)6.06% (73)78.79% 93 4.12 1 0.85

Low level of sexual

closeness between

(6)6.06% (76)81.81% 93 4.09 2 0.96

the partners (11)12.12%

Low level of sexual

(6)6.06% (76)81.81% 93 4.00 3 0.94
satisfaction (11)12.12%

Low level of
(3)3.03% (82)87.88% 93 3.94 4 0.97

physical attraction (8)9.09%

Low level of affection toward
each other in the

relationship (20)21.21% (8)9.09% (85)69.69% 93 3.61 5 0.70

Average 13.94% 6.06% 80.00% 93 3.95 0.89

39
The study findings on sexuality related factors ranked using the mean indicated that

frequency of sexual intimacy led to relationship break up as shown by a mean of 4.12.

Additionally, the respondents indicated that low level of affection toward each other in the

relationship leads to close relationship breakup as shown by a mean of 3.61. On average,

the sexuality related factors as a cause of relationship break up was at 80%. On five-point

scale, the average mean of the responses on sexuality related factors was 3.95 with a

minimum of 2 and a maximum of 5. The standard deviation of 0.89 shows that the

responses did not have much variation and were clustered around the mean response.

4.3.1.4 Autonomy Related Factors

The respondents were asked to indicate their opinions on the autonomy related factors that

caused relationship breakup. The findings are as shown in table 4.7.

Table 4.7: Autonomy Related Factors

Great
Std.

Statement Low Moderate Extent N Mean Rank Dev

Low degree of

freedom or control

in the relationship (3)3.03% (6)6.03% (85)90.94% 93 4.52 1 0.71

Low level of room

to breathe or (11)12.12% (3)3.03% (79)84.85% 93 4.24 2 1.09
independence of

self

Too much control

40
 by one partner (6)6.06% (3)3.03% (85)90.91% 93 4.21 3 0.78

Low level of
(6)6.06% (7)8.03% (80)85.91% 93 4.18 4 0.98
sparing study time

High level of third

party involvement (5)5.06% (4)4.03% (85)90.91% 93 4.18 5 0.77

Average 6.47% 4.83% 88.70% 93 4.27 0.87

The study findings on autonomy related factors ranked using the mean indicated that low

degree of freedom or control in the relationship led to relationship break up was highest

with a mean of 4.52. Low level of sparing study time and high level of third party

involvement led to close relationship breakup equally with a mean of 4.18. On average, the

autonomy related factors as a cause of relationship break up was at 88.7%. On five-point

scale, the average mean of the responses on autonomy related factors was 4.27 with a

minimum of 4 and a maximum of 5. The standard deviation of 0.87 implied that the

responses did not have much variation and were clustered around the mean response.

The respondents were further asked to indicate other causes of close relationship break ups

among teenagers. The findings were as shown in Table 4.8.

Table 4.8: Causes for Relationship Break up Among Teenagers

Response N Frequency Percentage

Not understanding each other 93 20 21.5

Mistrust 93 15 16.13

Lack of communication 93 14 15.05

41
 Jealousy 93 12 12.9

Competing with each other 93 10 10.75

Not caring 93 9 9.67

Immaturity 93 7 7.52

Unfaithfulness 93 6 6.45
Total 93 100

The findings revealed that most of the respondents (21.50%) indicated that

misunderstanding each other was the major cause of break up followed by 16.13% who

indicated that mistrust was the major cause of break up. The findings also revealed 15.05%

of the respondents indicated that lack of communication was the major cause of teenage

relationship break up, 12.90% indicated that jealousy was the major cause of break up,

10.75% indicated that competition with each other was the major cause of break up, 9.67%

indicated that lack of care was the major cause of break up while 7.52% indicated that

immaturity was the major cause of break up. Only 6.45% indicated that unfaithfulness

caused relationship break up among teenagers

Further probing from the guidance and counselling teachers indicated that;
“Infatuation and adventure, lack of seriousness in relationship and immaturity were some

of the factors that led to close relationship break ups among teenagers (T2, Female, 46

years).”

The study findings on causes of close relationship break ups indicated that intimacy related

factors showed that the highest was that arguments and fights with each other led to

relationship break up as shown by a mean of 4.12. Under affiliation related factors ranked

42
using the mean indicated that boredom when together led to relationship break up as

shown by a mean of 4.39. Sexuality related factors ranked using the mean indicated that

frequency of sexual intimacy led to relationship break up as shown by a mean of 4.12.

Autonomy related factors ranked indicated that low degree of freedom or control in the

relationship led to relationship break up was highest with a mean of 4.52. In addition,

majority of the respondents (21.50%) indicated that misunderstanding each other was the

major cause of break up.

This findings are supported by Bravo, Connolly, and McIsaac (2013) who investigated the

breakup causes of youth at different dating stages and ages and established that breakup

and suggested that relationship breakups in adolescence and emerging adulthood occurred

when there was a relationship failure to meet developmental needs and that there were

considerable continuity in these relational dimensions from adolescence into emerging

adulthood.

This is also observed in the study of Baumiester and Leary (2015) that close relationship

among students is fundamental component in connecting and interacting with others. As

stated by this theory people search for stable and enduring context of concern, love, care

and frequent interaction with the same person. These sentiments coupled with the causes of

close relationship breakups among youths presented by Bravo, Connolly, and McIsaac

(2013), it is evident that effective close relationships among secondary school students

focus on providing care, love, concern and constant interaction among partners.

Furthermore, the findings of this study supported a study carried out by Appel and

Shulman (2015) on the role of intimacy attraction and conflict resolution patterns among

teenage couples. In line with the findings of this study, Appel and Shulman (2015) stated

43
that close relationship breakups among teenage couples depended on romantic attraction

and conflict resolution. Therefore, lack of care and love, poor communication, mistrust,

cheating and poor conflict resolutions were found to have high influence on close

relationship breakups among secondary school students. This implies that, there was

significant association between poor communication, misunderstanding, lack of care and

love, mistrust, unfaithfulness as well as poor conflict resolution and close relationship

breakups among secondary school students.

Based on the study the researcher reflects that the teenagers are still figuring out who they

are individually. Many teenagers don’t know who they are. They’re still young and have

years of discovery left. Many times when young couples break up, it’s because one of them

(or both of them) have discovered something about themselves that the other person

doesn’t like. Thus being unhappy with the new aspects of their partner, they break up.

Teenagers often get involved in relationships without knowing much about the other

person. As a result, break-ups are a normal part of most highly emotional teen dating

sagas. Teens break up for both rational and illogical reasons, but most have a motive

behind the split. Some adolescent break-ups are mutual, but many end with one person

feeling relieved and the other feeling rejected.

Peer pressure plays an important role in the lives of teenagers, so some end romantic

relationships because their friends encouraged them to break up. Peers might insist that a

dating partner is taking up too much time, has ulterior motives or isn't the right fit. In

addition, parents sometimes do not approve of the relationship, which puts a huge strain on

it, so the young couple ends up “falling out” and breaking up.

44
 4.3.2 Coping Strategies of the Respondents Teenagers

The second objective asked the respondents to indicate the coping strategies used by

teenagers after close relationship break up. The findings are as shown in Table 4.9. Table

4.9: Coping Strategies Used by Teenagers after a Relationship Breakup

Std.

Statements Disagree Neutral Agree N Mean Rank Dev

Sharing with teachers

helps in suppressing
negative feelings
after
relationship break up (5)5.19% (10)11.04% (78)83.77% 93 4.14 1 0.82
Taking revenge helps
in suppressing negative
feelings after

(5)4.87% (15)15.91% (74)79.22% 93 4.13 2 0.88

relationship break up
Taking alcohol helps
in suppressing
negative feelings after

relationship break up (11)12.01% (7)7.14% (75)80.84% 93 3.93 3 0.91

45
Sharing with peers

helps in suppressing

negative feelings after

relationship break up (4)4.54% (12)13.31% (76)82.14% 93 3.89 4 0.69

Social media support
helps in suppressing
negative feelings
after

(11)12.01% (12)12.66% (70)75.32% 93 3.88 5 0.94

relationship break up
Seeking guidance and
counseling is helpful
in regaining
confidence after
relationship break

up (12)12.99% (23)24.68% (58)62.33% 93 3.63 7 0.96

Average 10.71% 15.19% 74.09% 3.93 0.88

The study findings on coping strategies used by teenagers after close relationship break up

ranked using the mean indicated that sharing with teachers helps in suppressing negative

feelings after relationship break up as shown by a mean of 4.14. Further, it was found that

seeking guidance and counseling is helpful in regaining confidence after relationship break

up as shown by a mean of 3.63.

An open-ended question was used to determine the coping strategies used by teenagers

after close relationship breakup. The respondents were asked to indicate the ways in which

46
teenagers cope with close relationship break up. The results are presented in table 4.10

Table 4.10: Ways in Which Teenagers Cope With Relationship Break Ups

Response Frequency Percentage

Taking alcohol 7 7.52

21 22.58
Seeking guidance and
counselling and friends

26 27.95
Quietness/withdrawal and
anger

Sharing with parents 5 5.37

Taking drugs 11 11.82

Going into another relationship 6 6.45

Fighting 4 4.30

Social media support 13 13.97

Total 93 100

The study findings showed that majority of the respondents who were 27.95% indicated

that they coped using quietness/withdrawal and feeling of anger. This was followed by

22.58% who indicated that they sought guidance and counselling and shared with friends,

then 13.97% who indicated that they seek social media support. It was also found that

11.82% indicated that they resort to taking drugs to cope with the break up, 7.52% take

alcohol, and 6.45% go into another relationships while 5.37% indicated that they share

with parents. Only

4.30% indicated that they resort into fighting.

47
The researcher further conducted interviews with the guidance and counselling teachers

regarding their observation on the strategies employed by teenagers in coping with

relationship breakup. The responses from teacher (T1)1, 2(T2) and 3(T3) were that’

“Most of them outsourced from peers and due to inexperience, they are unrealistic and this

could be as a result of peer pressure.” (T1, Female, 42 years). “Most of them end up in

quietness/withdrawal and anger”. (T2, Female, 46 years “Some will come to us for

guidance while others decide to share with their peers”. (T3, Female, 33 years)

This indicated that negative mechanism for coping with the close relationship breakups as

indicated in the study by Barber (2016) that close relationship breakups in the teenagers

showed more prominent decreases in outrage, loneliness, and alcohol consumption during

the week days, alcohol consumption to cope.

The coping strategies used by teenagers after close relationship break up ranked using the

mean indicated that sharing with teachers helps in suppressing negative feelings after

relationship break up as shown by a mean of 4.14. Further, majority of the respondents

who were 27.95% indicated that they coped using quietness/withdrawal and feeling of

anger. The students reported that though they understood the importance of positive coping

strategies in coping with breakup, they were not frequently applied resulting to negative

coping strategies like substance abuse and depression. This findings supported Buck

(2010) who stated coping strategies as important element of relationship breakup due to

emotional distress and pressure attached to such breakup and change of life. The findings

of this study further supported the study conducted by Barber (2011) showed more

prominent decreases in outrage, loneliness, and alcohol consumption during the week

48
days, alcohol consumption to cope, as well as rebound sex among the intervention in

respect to the control groups.

The researcher finds that teenagers cope with relationship breakups pursue in various
ways.

The researcher finds that the difficulty is that teenagers don’t want to listen to their parents

on this topic. In fact, they often do not want to talk with their parents as they feel judged,

criticized and are concerned that they’ll get punished for doing something. However the

seeking guidance and counselling remains a key coping mechanism since help is offered

from persons with experience in handling such cases. Whereas other coping mechanism

such as quietness/withdrawal and anger, going into another relationship and social media

support were common, they do not offer comprehensive mechanism to offer long-term

support for the teenagers.

4.3.3 Gender Differences in Perception of Close Relationship Breakups

The researcher sought to determine the gender differences in perception of close

relationship breakups among teenagers. The male respondents were asked to indicate in

their opinion whether boys react differently from girls in case of close relationship break

up. Their responses were as shown in Table 4.11.

Table 4.11: Boys React and Cope Differently

Response Frequency Percent

Yes 33 73.3

No 12 26.7
Total 45 100

49
The findings indicated that majority of the male students (73.3%) indicated that boys react

and cope differently in close relationship break ups.

The respondents who indicated that boy react differently were further asked to explain how

boys react. One of the respondents said:

“They look for another partner” (T3, Female, 33 years)

Another one responded:

“Most boys end up abusing or spreading rumors about the ex-girlfriend. Others may turn

to intoxicants or find replacement for the ex. Others turn to their hobbies” (T4, Male, 39

years)

The male students were also asked to indicate in their opinion whether boys are more

affected by relationship break ups than girls.

Table 4.12: Are Boys affected most by Close Relationship Breakup

Response Frequency Percent

Yes 7 15.6

No 38 84.4
Total 45 100

Majority of the respondents indicated that boys are not affected by close relationship break

ups than girls. They were further supposed to give reasons for their answer. One of the

respondents indicated that:

“No, because they are more open (Male 1, Form 2, 15 years)”

Another said that:

50
“No, because it is a fact that most boys like girls because of their nature but don’t really

love them. (Male 2, Form 4, 17 years)”

Another indicated:

“Yes, because many boys feel angry and stressed after the breakup” (Male 3, Form 3, 16

years)

The female students were also asked to indicate in their opinion whether girls cope

differently with close relationship break ups. The responses were as shown.

Table 4.13 Do Girls React and Cope Differently

Response Frequency Percent

Yes 29 60.4

No 19 39.6
Total 48 100.0

From the findings, most of the female students indicated that girls are affected by close

relationship break ups than boys.

The respondents who indicated “yes” were further asked how girls react and cope after a

relationship break up.

One student said that:

“Girls tend to suppress their emotions and they build up leading to psychological trauma

or low self-esteem” (Female 1, Form 2, 15 years) Another one responded that:

“Girls tend to experience more pain and try to look for ways of letting go out their feelings

from close friends” (Female 4, Form 4, 17 years)

51
The female students further asked to indicate in their opinion whether girls are more

affected by close relationship break ups than boys are.

Table 4.14: Are Girls are More Affected by Close Relationship Breakups
Response Frequency Percent

Yes 36 75

No 12 25
Total 48 100.0

Majority of the respondents 36 (75%) indicated that girls are more affected than boys.

They were further asked to give causes for their answers. One respondent indicated that:

“Yes, Boys tend to forget easily while girls will hold on to something and this could have

negative effects on them” (Female 1, Form 2, 15 years) Another one said that:

“No, boys are mostly affected because they tend to suppress their feelings with the belief

that a boy’s superiority is expressed when he doesn’t express his feelings or

disappointment”

(Female 3, Form 2, 16 years)

The teachers were also asked to indicate in their opinion whether there are gender

differences on how teenagers cope and emotionally react to a close relationship break up.

All the teachers indicated that there are gender differences on how teenagers cope and

emotionally react to a close relationship break up. During the interview, the teachers were

asked to indicate their assessment on how boys and girls cope and emotionally react to

close relationship break ups.

52
Teacher 1: “Girls tend to have low self-esteem especially if after breaking up with a friend,

the same friend picks up another from the same vicinity. Boys on the other hand would just

count it as a lost mission and easily justify their move.” (T1, Female, 42 years)

Teacher 2: Boys react by being loud while girls withdraw and become quiet (T2, Female,

46 years).”

Teacher 3: Girls usually take much time to let go, and this affects their social life (T3,

Female, 33 years).

The possible reason why girls react and cope differently is because they express their

feelings more openly than boys. They are very good at discussing issues but boys are very

secretive about their break ups. They do not want to discuss these freely with anyone.

Rather than discussing with anyone, they use intoxicating things to forget the past. In

addition, willingly or unwillingly, girls have much more people to listen their problems

very patiently and calmly but boys do not have much people to share with in most of the

cases.

The gender differences perception of close relationship breakups among teenagers

indicated that the male respondents most of the male students (73.3%) indicated that boys

react and cope differently in close relationship break ups. They indicated that they are not

affected by close relationship break ups than girls. On the other hand, most female students

indicated that girls are affected by close relationship break ups than boys by 75%. This was

supported by the teachers who asserted that there are gender differences on how teenagers

cope and emotionally react to a close relationship break up. This is as established by

Simon and Barrett (2010) who found that emerging adults are also more likely to report

depressive symptoms if they had experienced a recent breakup, with a stronger link being

53
observed for females than males. Consistent with these experiences of emerging adults, in

Hetherington and Stoppard’s (2012) qualitative study, adolescent girls revealed that they

saw romantic breakups as a leading cause for girls’ experience of depression.

4.3.4 Interventions for Close Relationship Break Ups Among Teenagers

The study sought to propose necessary measures on close relationship breakup among

teenagers in Mombasa County. The counseling and guidance teachers were asked to

suggest the possible measures.

Teacher 1: the best thing that they can do is to completely avoid the relationships while in

school since in case of break ups, majority of the students end up in depression and their

academic performance declines (T1, Female, 42 years)

Teacher 2: the students should ensure that they share with their parents and counselling

and guidance teachers; the parents and teachers could give guidance and also advice on

the best coping strategies to adopt (T2, Female, 46 years).”

Teacher 3: The students should take it as a normal occurrence in life and move on; but

should avoid engaging in such relationships especially at high school level (T3, Female, 33

years)

The researcher posits that’s inadequate communication on teenage relationships can cause

serious problems in dating and teenage relationships. Your teenager must understand the

importance of knowing what is acceptable or not in terms of how he wants people to treat

him and how he will treat others. How and what to communicate to his partner will be a

lifelong learning process.

54
Early sex education is important, ideally emanating from the home and supported by the

school curriculum. It’s a bit late for ‘the talk’ on the eve of a young person’s first date.

Education that goes beyond the mechanics of sex and emphasizes mutual respect,

decisionmaking and the meaning of consent should help young people to resist relationship

bullying and sexual coercion. School and community-based programmes that focus on

teaching the characteristics of healthy romantic relationships, recognizing gender-based

stereotypes, improving conflict-management and communication skills, and decreasing

acceptance of partner violence can effectively reduce dating violence in adolescent

relationships. In addition, parental modelling of respectful interrelationships sets a pattern

for young people to aim for in their own interactions.

Lastly, the researcher finds that the school years are decisive years and this time should be

focused on academic and career. Moreover, parents and even teachers need to notice the

behavior of students and make them understand their feelings. The wrong moves can cause

damage to the young minds. The teachers and the parents need to show them the right path

and not make them feel guilty or believe that making friends with the other gender is bad

as it will severely affect their emotional and social growth.

CHAPTER FIVE

55
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The chapter presents the summary of the findings per objective, conclusions,

recommendations and suggestions of further studies.

5.2 Summary of Findings

This section presents the summary of findings per objective

5.2.1 Causes of Close Relationship Break ups among Teenagers

The study sought to establish the causes of close relationship break ups among teenagers in

Mombasa County. The causes were grouped into intimacy related factors, affiliation

related factors, sexuality related factors and autonomy related factors.

The study findings on intimacy related factors showed that the highest was arguments and

fights with each other and mistrust and cheating were the highest causes of relationship

break ups with a mean score of 4.12 out of a maximum of 5. Other identified causes were

too much suspicion with each other, lack of care, not reciprocating love and poor or no

communication with each other led to relationship breakups (with mean scores of 4.09;

4.03; 4.02 and 4.0 respectfully).

Sexuality related factors identified were frequency of sexual intimacy (x̄ = 4.12), low level

of sexual closeness between partners (x̄ = 4.09) and low levels of sexual satisfaction ( x̄ =

4.00) leads to close relationship break up among teenagers.

Regarding autonomy related factors, findings indicated that low degree of freedom or

control in the relationship (x̄ = 4.52), lack of independence (x̄ = 4.24) and too much control

by one partner (x̄ = 4.21) led to relationship breakups among teenagers.

56
In relationship to affiliation related factors, the study findings indicated that boredom when

together, the amount of time spent separately and low level of sharing activities led to

relationship breakups among teenagers with mean scores of 4.39, 4.3 and 4.29 respectfully.

5.2.2 The Coping Strategies Teenagers Employ after a Close Relationship Breakup

The second objective sought to identify the coping strategies teenagers employ after a

close relationship breakup. The sampled students were asked to respond to statements

provided on coping strategies. The findings showed that sharing with teachers helps in

suppressing negative feelings after relationship break up (x̄ = 4.14) followed by taking

revenge (x̄ = 4.13), taking alcohol (x̄ = 3.93) and sharing with peers (x̄ = 3.89. In an open-

ended question on how teenagers cope with relationship break ups, 28% reported that they

withdraw with anger, 23% reported that they seek counsel from friends, 14% resort to

social media support and 12% to taking drugs.

5.2.3 Gender Differences in Perceptions of Close Relationship Breakups

The third objective sought to find out whether there were gender differences in the reaction

and coping to relationship breakups. 73.3% of the boys and 60.4% of the girls agreed that

boys and girls react and cope differently with relationship breakups. In addition, 84.4% of

the boys disagreed with the statement that boys are affected more by relationship breakups,

while 75% of the girls agreed that girls are more affected by close relationship breakups.

In summary, the boys and girls were found to have different ways of coping after close

relationship breakup. Findings established that girls express their feelings quite easily than

boys. They are very good at discussing issues but boys are very secretive about their break

57
ups. They do not want to discuss these freely with anyone. Rather than discussing with

anyone, they use intoxicating things to forget the past. The boys on the other hand tend to

suppress their feelings with the belief that a boy’s superiority is seen when he does not

express his feelings or disappointment.

5.2.4 The Possible Interventions to Help Teenagers Cope With Close Relationship Break

Ups

The study also sought to find out the possible interventions to help teenagers cope with

close relationship break ups. The counselling and guidance teachers in the selected schools

suggested that students should seek for advice from the teachers and parents. Some

teachers also suggested that teenagers could avoid engaging in relationships while in

school.

5.3 Recommendations

The study found that students sought for guidance from guidance and counselling teachers

in cases of relationship break ups. Under the causes of teenagers close relationship, the

study recommends that school administration should ensure counseling to all students to

offer needed support to those students experiencing close relationship breakups. The

school-based programs can succeed in helping youth develop skills for healthy

relationships. Young people are very receptive to information about healthy relationships.

Further, the study recommends that the department of guidance and counseling in all

secondary schools to critically evaluate potential students who may be in need of

counseling due to close relationship breakup issues. The study recommends on secondary

school administration to fully adhere with stipulated guidance and counseling regulations

58
by the ministry of education as well as working closely with student’s body. This will

enable them to identify those students experiencing breakups issues.

Under the coping strategies teenagers, the study recommends that the school programs

should include gender based counselling on teenage relationships to educate them on

healthy relationships.

5.4 Suggestions for Further Research

1. Future studies can conduct the same study with a larger sample size distributed in

larger areas across the country for more inclusivity and better comparison.

2. Future studies can focus more on the effect of close relationship breakups on

students’ academic performance.

3. Future studies can investigate more on gender differences so that there are gender

specific solutions for the teenagers.

4. Future studies can focus on other factors like individual characteristics of

students, kind of parental style, and nature of the family and peer pressure and

how they affect close relationship breakup among students as they play a role in

the social aspects of the teenagers.

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APPENDICES

Appendix 1: Informed Consent Form

Dear Respondent,

I am a graduate student of Master of Arts (Counseling Psychology) at Kenyatta University.

I am carrying out a study on “Perception of the Causes of Close Relationship Breakups

and Coping Strategies Used by Secondary Schools Students in Mombasa County,

Kenya”. It would be of great value if you could share your wealth of knowledge by

completing the attached questionnaire. Your answers will be handled with highest

anonymity and confidentiality. To ensure that this is done, do not indicate your name.

Please note that response to this questionnaire is voluntary. If you agree to respond, please

sign on the space provided below.

Regards,

Mwanaidi Akida Munyi

68
Sign ………………………………………..

Appendix II: Questionnaire for Students

This questionnaire is divided into five short sections that should take only a few minutes to

complete. Please respond appropriately in the blanks provided. This is an academic

exercise and all information collected from respondents will be treated with strict

confidentiality

SECTION A: BASIC INFORMATION

1.What is your gender?

a) Male ( ) Female ( ) Other (specify)

2. How old are? ………………………………………………

4. Religion

a. Christian ( ) b. Muslim ( ) c. Hindu ( ) d. Others (specify) ( )

5. Have you ever been in a close relationship that broke up?

Yes ( ) No ( )

69
 SECTION B: CAUSES FOR CLOSE RELATIONSHIP BREAKUPS

1. Below are the causes that lead to relationship breakups among teenagers. Give your

assessment in terms of the following. 1-Not at all, 2-Small extent, 3-Moderate extent,

4-

Large extent, 5-Very large extent

No Statement Not at Small Moderate Large Very

extent extent extent large
all extent

Intimacy related factors

1 Poor or no communication with

each other

2 Arguments and fights with each

other

3 The other never care

4 Mistrust and cheating

70
5 The other never loved back

6 Too much suspicion of each

partner

Affiliation related factors

7 Low Level of sharing activities

together

No Statement Not at Small Moderate Large Very

extent extent extent large
all extent

8 Low Level of shared interests

and traits

9 Inadequate time spent together

10 Boredom when together

11 The amount of time spent in

doing other activities separately

Sexuality related factors

12 Low level of affection toward

each other in the relationship

13 Low level of physically

attraction

71
 14 Low level of sexual closeness
between the partners

15 Frequency of sexual intimacy

16 Low level of satisfaction

Autonomy/Independence related factors

17 Low level of room to breathe or

independence of self

No Statement Not at Small Moderate Large Very

extent extent extent large
all extent

18 Low degree of freedom or

control in the relationship

19 Low level of sparing study time

20 High level of third party

involvement

21 Too much control by one partner

2. List other factors that may cause close relationship break up among teenagers.

……………………………………………………………………………………………

……………………………………………………………………………………………

…………

SECTION C: COPING STRATEGIES AFTER RELATIONSHIP BREAKUPS

72
AMONG TEENAGERS

1. Tick the answer that matches your opinion.

N Statement Not at Small Moderate Large Very

extent extent extent large
o all extent

1 Seeking guidance and

counseling is helpful in
regaining confidence after
relationship break up

2 Parental guidance helps in

suppressing negative
feelings after relationship
break up

3 Social media support helps

in suppressing negative
feelings after relationship
break up

4 Sharing with peers helps in

suppressing negative
feelings after relationship
break up

5 Sharing with teachers helps

in suppressing negative
feelings after relationship
break up

73
 6. Taking alcohol helps in
suppressing negative
feelings after relationship
break up

N Statement Not at Small Moderate Large Very

extent extent extent large
o all extent

7. Making revenge helps in

suppressing negative
feelings after relationship
break up

2. List other coping strategies adopted by teenagers in case of close relationship break

ups.

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

……………………

SECTION F: GENDER DIFFERENCES IN REACTING AND COPING WITH

RELATIONSHIP BREAKUPS AMONG TEENAGERS

Questionnaire for boys

1. In your opinion, do boys react and cope differently with a relationship breakup? Yes

( ) No ( )

2. If yes above, how do boys react and cope after a relationship breakup?

74
 ......................................................................................................................................

...................................................................................................................................... ......

.............. In your opinion, do you think boys are more affected by relationship breakups

girls? Give causes for your answer?

............................................................................................................................................

............................................................................................................................................

....................

Questionnaire for girls

3. In your opinion, do girls react and cope differently with a relationship breakup?

Yes ( ) No ( )

4. If yes above, how do girls react and cope after a relationship breakup?

......................................................................................................................................

......................................................................................................................................

......................................................................................................................................

.............................. In your opinion, do you think girls are more affected by

relationship breakups compared to boys? Give causes for your answer?

..................................................................................................................................................

..................................................................................................................................................

....................

75
Appendix III: Interview Guide for Guidance and Counseling Staff

Interview Schedule

Personal Interview Protocol

1. The researcher thanks the interviewee for availing an appointment or taking time

for the interview.

2. Researcher introduces herself.

3. The researcher explains the purpose of the interview.

The following are the questions that will be asked to the school staff in the guidance and

counseling department during the interview

1. In your opinion, what would you say are the major factors or causes of teenage

romantic breakups among your students?

2. What observations have you made regarding the strategies employed by teenagers

in coping with a romantic break up?

3. In your opinion, are there gender differences on how teenagers cope and

emotionally react to a romantic breakup amongst your students?

Yes ( ) No ( )

4. If yes above, give your assessment on how boys and girls cope and emotionally

react to a romantic breakup?

76
Appendix IV: NACOSTI Permit

77