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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV November 2025 | Special Issue on Public Health
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Parenting Patterns, Perceived Social Support and Suicidal Ideation
Among Science and Arts Undergraduate Students in Taraba State
University, Jalingo
Tomen Egbe Agu
1
, Fanwi Regina
2
, Tomen Ezekiel Agu
3
, John Obed Tiwah
4
Nehemiah Bala
1
,
Ubandoma Esther
1
.
1
Department of Public Health, Faculty of Health Sciences, Taraba State University Jalingo, Nigeria.
2
Department of Counselling, Educational Psychology and Human Development, Taraba State
University, Jalingo
3
Family Medicine Department, Dalhatu Araf Specialist Hospital, Lafia, Nasarawa State Nigeria
4
Department of Research & Statistics, Centre for Initiative and Development NGO, Taraba State
Nigeria.
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1215PH000206
Received: 10 November 2024; Accepted: 20 November 2024; Published: 05 December 2025
ABSTRACT
This study examined the relationship among parenting patterns, perceived social support and suicidal ideation
among undergraduate students in Taraba State University, Jalingo, with a comparison between Science and
Arts faculties. The study was guided by six research questions and six hypotheses. A correlational research
design was adopted. From a population of 18,740 undergraduate students, a sample of 420 students (210
Science and 210 Arts) was drawn using multistage sampling. Data were collected using three validated scales:
Parenting Pattern Scale (PPS), Multidimensional Scale of Perceived Social Support (MSPSS), and Suicidal
Ideation Scale (SIS). Reliability coefficients of 0.78, 0.82, and 0.87 were obtained respectively using Cronbach
Alpha. Data were analyzed using mean, standard deviation, Pearson correlation, independent t-test, and
multiple regression.
Results
revealed that dictatorial parenting pattern had a weak negative correlation with suicidal ideation (r = –0.18),
stern parenting showed a weak positive correlation (r = 0.21), tolerant parenting had no significant correlation
(r = –0.05), while uninvolved parenting had a moderate positive correlation (r = .36). Perceived social support
significantly predicted lower suicidal ideation (β = –.42, p < 0.01). Comparison showed that Arts students
reported significantly higher suicidal ideation (M = 21.44) than Science students (M = 16.82). Parenting
patterns and perceived social support jointly explained 48.6% variance in suicidal ideation.
The study recommended increased campus mental-health engagement, strengthened student support systems,
parent–student communication programs, and tailored interventions for Arts faculties where suicidal ideation
appears more prevalent.
Keywords: Parenting pattern, perceived social support, suicidal ideation, Science students, Arts students,
Taraba State University
INTRODUCTION
Suicidal ideation among university students has become a pressing mental health concern in Nigeria, with
several studies documenting increasing vulnerability linked to stress, academic demands, economic hardship,
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV November 2025 | Special Issue on Public Health
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interpersonal conflicts, and broader psychosocial challenges (Omigbodun et al., 2008; Arria et al., 2009).
Globally, suicide and suicide-related behaviours constitute major public health problems among young adults
and have been closely associated with psychological, social, emotional, and cultural determinants (Klonsky et
al., 2016; Wongpakaran et al., 2021).
Among factors influencing suicidal ideation, parenting patterns and perceived social support have been
consistently identified as strong predictors of mental health outcomes (Choi et al., 2020; Arafat et al., 2022;
Christensen et al., 2014). Parenting patterns—including dictatorial, stern, tolerant, and uninvolved styles—
shape young people’s emotional development, self-esteem, coping abilities, and resilience in response to stress
(Laff & Ruiz, 2019; Solomon et al., 2025; Silas et al., 2023). Studies indicate that stern, harsh, and uninvolved
parenting styles significantly increase susceptibility to depression, emotional distress, and suicidal tendencies
(Baier & Rehbein, 2013; Donath et al., 2014; Ekedama, 2023). Conversely, parenting characterised by
structure, guidance, and emotional support—such as dictatorial but caring parenting—may promote emotional
security and protect against self-harm (Meteyer & Jenkins, 2009).
Perceived social support has also been identified as a key factor mitigating psychological distress. Social
support from family, peers, mentors, and significant others functions as a buffer against stress and reduces
vulnerability to suicidal thoughts (Cobb, 1976; Christensen et al., 2014). Empirical studies among Nigerian
university students found that low perceived social support increases the likelihood of suicidal ideation and
other maladaptive emotional outcomes (Igundunasse & Opara, 2021; Igundunasse & Opara, 2022).
Despite extensive literature on these variables, few studies have compared suicidal ideation among Science and
Arts students, a gap notable within the Nigerian university context. Students in different academic faculties
often experience distinct academic workloads, career expectations, and psychosocial pressures that may
influence their mental health trajectories. Understanding these differences is particularly important in Taraba
State University, where students come from diverse cultural and socioeconomic backgrounds. This study
therefore examined the relationships among parenting patterns, perceived social support, and suicidal ideation,
and compared suicidal ideation between Science and Arts undergraduate students.
Purpose of the Study
The study aimed to examine differences in suicidal ideation between Science and Arts students, and determine
the combined effects of parenting patterns and perceived social support.
Research Questions
1. What is the relationship between dictatorial parenting pattern and suicidal ideation among students?
2. What is the relationship between stern parenting pattern and suicidal ideation among students?
3. What is the relationship between tolerant parenting pattern and suicidal ideation among students?
4. What is the relationship between uninvolved parenting pattern and suicidal ideation among students?
5. What is the relationship between perceived social support and suicidal ideation?
6. Is there a difference in suicidal ideation between Science and Arts undergraduate students?
Hypotheses
1. No significant relationship exists between dictatorial parenting pattern and suicidal ideation.
2. No significant relationship exists between stern parenting pattern and suicidal ideation.
3. Tolerant parenting pattern has no significant relationship with suicidal ideation.
4. Uninvolved parenting pattern has no significant relationship with suicidal ideation.
5. Perceived social support does not significantly predict suicidal ideation.
6. There is no significant difference in suicidal ideation between Science and Arts students.
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METHODS
Research Design
The study employed a correlational research design. This design was considered appropriate beacuase
it allows for the examination of the relationships among key psychological variables—parenting patterns,
perceived social support, and suicidal ideation—without manipulating the variables under investigation. The
approach also enabled the researchers to identify the direction and strength of associations among the
constructs in a naturalistic setting.
Population
The target population for this study comprised all undergraduate students of Taraba State University, Jalingo,
with a total population size of N = 18,740 at the time of the study. The population cuts across all faculties,
departments, and levels of study within the institution.
Sample Size Determination
A sample size of 420 undergraduate students was determined using the Krejcie and Morgan (1970) Sample
Size Determination Table, which provides an empirically validated guide for selecting an adequate sample
from a known population size. This sample size was judged sufficient to ensure representativeness, statistical
reliability, and adequate power for multivariate analyses.
Sampling Technique
A multistage sampling procedure was adopted:
1. Stage 1 – Faculty Selection: Faculties within the university were stratified, and a proportional number of
faculties were randomly selected.
2. Stage 2 – Department Selection: From the selected faculties, departments were randomly chosen using
simple random sampling.
3. Stage 3 – Level Selection: Within each selected department, students were stratified according to their
level of study (100–400 level), and proportional allocation was used to distribute the sample.
4. Stage 4 – Participant Selection: Finally, students were selected through simple random sampling to
participate in the study.
This procedure ensured that the sample adequately represented the diverse academic units and levels within the
student population.
Instruments for Data Collection
Three validated instruments were used for data collection:
Parenting Pattern Scale (PPS)
The Parenting Pattern Scale is a standardized instrument designed to assess students’ perceived parenting
styles. It consists of four subscales, each measuring a distinct parenting pattern:
Dictatorial Parenting (Cronbach’s α = 0.78)
Stern Parenting (Cronbach’s α = 0.81)
Tolerant Parenting (Cronbach’s α = 0.69)
Uninvolved Parenting (Cronbach’s α = 0.75)
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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The reliability indices indicate acceptable to good internal consistency across the subscales.
Multidimensional Scale of Perceived Social Support (MSPSS)
Perceived social support was assessed using the Multidimensional Scale of Perceived Social Support, which
measures support from family, friends, and significant others. The scale demonstrated strong internal
consistency with a Cronbach’s alpha of 0.82.
Suicidal Ideation Scale
The Suicidal Ideation Scale was used to assess the presence and severity of suicidal thoughts among
participants. The instrument showed high reliability with a Cronbach’s alpha of 0.87, indicating strong internal
consistency.
Procedure for Data Collection
Data collection was conducted within the university campus. Prior to administration, informed consent was
obtained from participants, and the purpose of the study was explained. Participation was voluntary, and
anonymity was ensured. The instruments were administered physically and collected immediately after
completion to enhance response rate and data accuracy.
Data Analysis
Data were coded, entered, and analyzed using statistical software. The following statistical techniques were
employed:
Descriptive Statistics (means and standard deviations) to summarize the characteristics of the variables.
Pearson Product–Moment Correlation Coefficient to determine the relationships among parenting patterns,
perceived social support, and suicidal ideation.
Independent Samples t-test to examine gender differences in the study variables.
Multiple Regression Analysis to determine the predictive effects of parenting patterns and perceived social
support on suicidal ideation.
All analyses were conducted at a 0.05 level of significance.
RESULTS
Table 1: Correlation Between Parenting Patterns, Social Support and Suicidal Ideation
Variable
R
P
Interpretation
Dictatorial Parenting
–0.18
0.03
Weak negative,
significant
Stern Parenting
0.21
0.01
Weak positive,
significant
Tolerant Parenting
–0.05
0.41
Not significant
Uninvolved Parenting
0.36
0.00
Moderate positive,
significant
Perceived Social
Support
–0.44
0.00
Strong negative,
significant
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Table 2: Comparison between Science and Arts Students on Suicidal Ideation
Group
N
Mean (M)
Std (SD)
T
p
Science
Students
210
16.82
7.44
4.62
0.000
Arts Students
210
21.44
8.13
Interpretation: Arts students scored significantly higher on suicidal ideation.
Table 3: Multiple Regression Analysis Predicting Suicidal Ideation
Predictor
Beta (β)
T
P
Dictatorial Parenting
–0.12
–2.14
0.04
Stern Parenting
0.15
2.65
0.01
Tolerant Parenting
–0.03
–0.52
0.61
Uninvolved Parenting
0.28
5.02
0.00
Perceived Social Support
–0.42
–8.12
0.00
R² = 0.486 (48.6% variance explained)
Description of Results
Correlation Between Parenting Patterns, Perceived Social Support, and Suicidal Ideation
The relationships among the major study variables were examined using Pearson Product–Moment correlation,
and the results are presented in Table 1. Findings revealed a significant weak negative correlation between
dictatorial parenting and suicidal ideation (r = –0.18, p = 0.03), indicating that higher levels of dictatorial
parenting were associated with slightly lower levels of suicidal ideation among the students. Conversely, stern
parenting showed a significant weak positive correlation with suicidal ideation (r = 0.21, p = 0.01), suggesting
that students who perceived their parents as stern were slightly more likely to report suicidal thoughts.
Tolerant parenting showed a very weak, non-significant relationship with suicidal ideation (r = –0.05, p =
0.41), indicating no meaningful association. In contrast, uninvolved parenting demonstrated a moderate
positive and highly significant correlation with suicidal ideation (r = 0.36, p < 0.001). This suggests that
students who perceived their parents as uninvolved reported substantially higher levels of suicidal ideation.
Perceived social support showed the strongest association with suicidal ideation (r = –0.44, p < 0.001). The
negative direction indicates that students with higher levels of social support were significantly less likely to
experience suicidal ideation. This strong inverse relationship highlights the protective role of social support
among undergraduate students.
Comparison Between Science and Arts Students on Suicidal Ideation
An independent samples t-test was conducted to determine whether suicidal ideation differed between science
and arts students. Results in Table 2 show that arts students reported significantly higher levels of suicidal
ideation (M = 21.44, SD = 8.13) compared to science students (M = 16.82, SD = 7.44). The difference was
statistically significant (t = 4.62, p < 0.001).
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This indicates that arts students in Taraba State University experience more severe suicidal thoughts compared
to their peers in the sciences, suggesting possible differences in academic stressors, coping mechanisms, or
psychosocial vulnerability across the two academic groups.
Predictors of Suicidal Ideation
A multiple regression analysis was conducted to determine the extent to which parenting patterns and
perceived social support predicted suicidal ideation among undergraduate students. The results are displayed in
Table 3.
The model was statistically significant, explaining 48.6% of the variance in suicidal ideation (R² = 0.486),
indicating a moderately strong predictive model.
Among the predictors, uninvolved parenting (β = 0.28, t = 5.02, p < 0.001) emerged as the strongest positive
predictor, suggesting that lack of parental involvement substantially increases the likelihood of suicidal
thoughts among students. Perceived social support (β = –0.42, t = –8.12, p < 0.001) was the strongest negative
predictor, confirming that students who perceive higher levels of support are significantly less likely to
experience suicidal ideation.
Stern parenting (β = 0.15, t = 2.65, p = 0.01) also significantly predicted higher suicidal ideation, although its
effect was weaker compared to uninvolved parenting. Dictatorial parenting showed a small but significant
negative predictive effect (β = –0.12, t = –2.14, p = 0.04), suggesting a slight protective influence.
Tolerant parenting did not significantly predict suicidal ideation (β = –0.03, t = –0.52, p = 0.61), indicating no
meaningful contribution to the model.
DISCUSSION
The present study examined the relationships among parenting patterns, perceived social support, and suicidal
ideation among undergraduate students of Taraba State University, Jalingo. The findings provide important
insights into how family environments and social support systems shape students’ psychological wellbeing.
Dictatorial parenting was weakly but significantly associated with lower suicidal ideation. Although this
parenting pattern is typically perceived as strict or controlling, the results suggest that, within this cultural
context, firm structure and clearly defined expectations may offer emotional security that protects against
psychological distress. This is consistent with Meteyer and Jenkins (2009), who reported that positive structure
and parental involvement can enhance emotional adjustment. Other studies in Nigerian and African contexts
have similarly noted that structured parenting may promote responsibility and stability (Ekedama, 2023;
Solomon et al., 2025).
Conversely, stern parenting demonstrated a significant positive relationship with suicidal ideation, supporting
the findings of Donath et al. (2014) and Arafat et al. (2022). Harsh or punitive parenting restricts emotional
expression, heightens stress, and reduces trust in the parent-child relationship. As such, students exposed to
stern parenting may internalize fear, anxiety, and emotional withdrawal, making them more prone to suicidal
thoughts.
Tolerant parenting showed no significant association with suicidal ideation. This suggests that permissive or
lenient parenting neither protects against nor increases vulnerability to suicidal tendencies in this sample. This
pattern aligns with earlier studies highlighting the inconsistent effects of permissive parenting depending on
cultural expectations and the child’s temperament (Laff & Ruiz, 2019).
Uninvolved parenting emerged as the strongest positive predictor of suicidal ideation. Students who perceived
their parents as emotionally unavailable or disengaged reported higher levels of suicidal thoughts. This finding
aligns with Pellerin’s (2005) typology and is reinforced by Baier and Rehbein (2013), who documented the
detrimental effects of parental neglect on adolescent mental health. Recent Nigerian studies similarly highlight
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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that emotionally withdrawn or absent parenting exacerbates psychological distress, poor behavioural
adjustment, and vulnerability to self-harm (Ekedama, 2023; Silas et al., 2023).
Perceived social support showed a strong negative correlation with suicidal ideation, making it the most
powerful protective factor identified in this study. This finding agrees with Cobb’s (1976) social support
theory and contemporary research by Christensen et al. (2014), which affirm that support systems reduce
feelings of isolation and hopelessness. Studies in Nigeria (Igundunasse & Opara, 2021; Igundunasse & Opara,
2022) similarly demonstrate that students with strong social networks show lower tendencies toward
psychological distress and suicidal behaviour. Social support likely enhances coping strategies, fosters
emotional resilience, and provides a sense of belonging.
The study also revealed that Arts students reported significantly higher suicidal ideation compared to Science
students. This could reflect differences in academic pressure, assessment styles, emotional expression, or social
integration patterns. Arts programmes may involve more subjective evaluation, higher emotional engagement,
and potentially greater exposure to internalizing behaviours such as rumination. Meanwhile, Science students
often engage in structured coursework with clearer progression pathways and stronger peer collaboration,
which may enhance academic and emotional stability. This aligns with broader literature showing that
academic discipline influences stress levels, coping skills, and mental wellbeing (Ajani, 2025; Ogunnaiya,
2023).
Overall, the findings underscore the central role of parenting patterns and social support systems in shaping
student mental health. Uninvolved and stern parenting significantly elevate the risk of suicidal ideation,
whereas social support serves as a strong protective factor. The marked differences between Arts and Science
students also highlight the need for faculty-specific mental health interventions.
CONCLUSION
Parenting patterns and perceived social support significantly influence suicidal ideation among students in
Taraba State University. Arts students appear more vulnerable than Science students. Strengthening support
systems and improving parent–student communication is crucial.
RECOMMENDATIONS
1. University should create faculty-based counselling programmes, especially targeted at Arts students.
2. Parents should adopt warm, communicative, and supportive parenting practices.
3. The university should establish a psychosocial support centre accessible to all students.
4. Student Affairs should implement early-warning systems for mental health risks.
5. Awareness campaigns on suicide prevention should be integrated into campus life.
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