Comparative Self-Concept Variances of School Children in Two English-Speaking West African Nations
Document Type
Article
Department or Administrative Unit
Center for Teaching and Learning
Publication Date
1990
Abstract
This study examined the self-concepts of elementary school children in Grades 2, 4, 6, and 8, from two West African nations, Ghana and Gambia. Measures of self-concept in the areas of physical maturity, peer relations, academic success, and school adaptiveness were obtained from 195 Ghanaian and 156 Gambian students. The mean scores of the students were subjected to a series of three-way analyses of variance (ANOVAs). The independent variables were sex, grade level, and nationality. The overall analyses revealed grade level as the most potent variable in the self-concept development of both groups, whereas the sex variable indicated interaction with grade level only in Gambian children. The self-esteem of the children in both nations in the areas of physical maturity, peer relations, and academic success was relatively high and stable. Self-concept developmental patterns showed differences across grade levels in the four self-concept areas being tested.
Recommended Citation
Alawiye, O., Alawiye, C. Z., & Thomas, J. I. (1990). Comparative Self-Concept Variances of School Children in Two English-Speaking West African Nations. The Journal of Psychology, 124(2), 169–176. https://doi.org/10.1080/00223980.1990.10543214
Journal
The Journal of Psychology
Rights
Copyright © 2002 ProQuest Information and Learning Company & Heldref Publications
Comments
This article was originally published in The Journal of Psychology. The full-text article from the publisher can be found here.
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