The Influence of Sex-role Self-Concept on Academic Performance among Secondary School Students in Kenya

1
Rael Achieng Ogwari
Rael Achieng Ogwari
2
Catherine Simiyu
Catherine Simiyu
3
Jonah Nyaga Kindiki
Jonah Nyaga Kindiki
1 Moi University

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The study examined the influence of sex-role selfconcept on academic performance among students in coeducational secondary schools in Siaya District. The sample comprised 154 boys and 89 girls in Form 3. Bem’s Sex-role Inventory (BSRI) was used to collect data on masculinity and femininity while students’ academic scores were obtained from school records. Linear Regression analysis revealed that sex-role self-concept predicts academic performance. Sex-role self-concept also explained significant variance in academic scores. The results further showed significant difference between the academic mean scores of androgynous, masculine, feminine, and undifferentiated students. However, the androgynous students had better academic mean score than the other students. The results support the view that sex-role selfconcept is a predictor of achievement than gender.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Rael Achieng Ogwari. 2015. \u201cThe Influence of Sex-role Self-Concept on Academic Performance among Secondary School Students in Kenya\u201d. Global Journal of Human-Social Science - A: Arts & Humanities GJHSS-A Volume 15 (GJHSS Volume 15 Issue A9): .

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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-A Classification: FOR Code: 330101
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October 14, 2015

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English

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The study examined the influence of sex-role selfconcept on academic performance among students in coeducational secondary schools in Siaya District. The sample comprised 154 boys and 89 girls in Form 3. Bem’s Sex-role Inventory (BSRI) was used to collect data on masculinity and femininity while students’ academic scores were obtained from school records. Linear Regression analysis revealed that sex-role self-concept predicts academic performance. Sex-role self-concept also explained significant variance in academic scores. The results further showed significant difference between the academic mean scores of androgynous, masculine, feminine, and undifferentiated students. However, the androgynous students had better academic mean score than the other students. The results support the view that sex-role selfconcept is a predictor of achievement than gender.

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The Influence of Sex-role Self-Concept on Academic Performance among Secondary School Students in Kenya

Rael Achieng Ogwari
Rael Achieng Ogwari Moi University
Catherine Simiyu
Catherine Simiyu
Jonah Nyaga Kindiki
Jonah Nyaga Kindiki

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