Effect of Birth Order on Psychological Adjustment among JSS1 Students in Aba Metropolis

This study investigated how birth order influences psychological adjustment among JSS1 students in Aba Metropolis, Abia State. It was prompted by concerns that a child’s position in the family dynamics varying parental attention, responsibilities, sibling relations, and expectations affects their transition into secondary school. The research specifically evaluated four domains: emotional, social, academic, and behavioral adjustment. Using a correlational design, data were gathered from a multistage sample of 150 JSS1 students via the validated 30-item, 4-point Likert-type Birth Order and Psychological Adjustment Questionnaire (BOPAQ), which demonstrated verified reliability. Descriptive statistics (mean and standard deviation) addressed the research questions, while a one-way ANOVA tested the null hypotheses at a 0.05 significance level. Results indicated that birth order significantly impacts all four dimensions of psychological adjustment. The study concluded that family birth position relates to psychological adaptation, though it is not the sole factor in student well-being. Recommendations emphasize that parents avoid birth-order stereotyping, school counselors and teachers offer tailored support, and families collaborate closely with educators to enhance student adjustment.