@article{10.11648/j.pbs.20251405.13,
  author = {Joash Mwandike Kirui and Jotham Dinga and Syprine Oyoo},
  title = {Gender Differences in School Adjustment, Academic Mindset, Social Belonging, and Mathematics Achievement Among Kenyan Secondary School Students
},
  journal = {Psychology and Behavioral Sciences},
  volume = {14},
  number = {5},
  pages = {164-177},
  doi = {10.11648/j.pbs.20251405.13},
  url = {https://doi.org/10.11648/j.pbs.20251405.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20251405.13},
  abstract = {Background: Mathematics is the foundation of all forms of knowledge. Globally, mathematical ability is the cornerstone of innovation and technology. Despite its importance, poor mathematics achievement continues to be a matter of concern among education stakeholders, as students are forced to enroll in courses with uncertain career prospects and values. Objectives: This study, therefore, sought to investigate gender differences in school adjustment, academic mindset beliefs, social belonging, and mathematics achievement among Form Three students in Kajiado County, Kenya. Methods: This study used a correlational research design with a targeted population of all Form Three students enrolled in Kajiado County. A three hundred and ninety (390) secondary school students constituted the sample. The purposive sampling technique was used to select ten (10) schools in the County, the stratified sampling technique was used to select schools from various categories, and simple random sampling was used to select 390 students from the ten schools. The instrument used for data collection was modified from the Student Adaptation to College Questionnaire (SACQ) (r=0.85), Implicit Theories of Intelligence Scale (r=0.86), and Psychological Sense of School Membership Scale (r=0.85). Additionally, the participants’ academic records provided data on their mathematics achievements. Gender differences were tested using the Independent Samples t-test. Results: The results showed no statistically significant gender disparities in students' school adjustment, academic mindset beliefs, or social belonging. However, gender differences were noted in the study variables’ specific domains, with male students reporting higher academic adjustment, malleable mindsets, and feelings of rejection than female students. Conversely, no significant gender differences were noted in the social, emotional, and institutional adjustment dimensions. The study recommends that school authorities organize educational programs to raise awareness of school adjustment, malleable beliefs, and feelings of belonging in both boys and girls. Conclusion: Overall, gender differences play an important role in school adjustment, academic mindset, and social belonging in relation to students’ mathematics outcomes. Therefore, it is important to focus on different genders when applying interventions aimed at enhancing mathematics achievement among secondary school students.
},
 year = {2025}
}

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TY  - JOUR
T1  - Gender Differences in School Adjustment, Academic Mindset, Social Belonging, and Mathematics Achievement Among Kenyan Secondary School Students

AU  - Joash Mwandike Kirui
AU  - Jotham Dinga
AU  - Syprine Oyoo
Y1  - 2025/10/30
PY  - 2025
N1  - https://doi.org/10.11648/j.pbs.20251405.13
DO  - 10.11648/j.pbs.20251405.13
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 164
EP  - 177
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20251405.13
AB  - Background: Mathematics is the foundation of all forms of knowledge. Globally, mathematical ability is the cornerstone of innovation and technology. Despite its importance, poor mathematics achievement continues to be a matter of concern among education stakeholders, as students are forced to enroll in courses with uncertain career prospects and values. Objectives: This study, therefore, sought to investigate gender differences in school adjustment, academic mindset beliefs, social belonging, and mathematics achievement among Form Three students in Kajiado County, Kenya. Methods: This study used a correlational research design with a targeted population of all Form Three students enrolled in Kajiado County. A three hundred and ninety (390) secondary school students constituted the sample. The purposive sampling technique was used to select ten (10) schools in the County, the stratified sampling technique was used to select schools from various categories, and simple random sampling was used to select 390 students from the ten schools. The instrument used for data collection was modified from the Student Adaptation to College Questionnaire (SACQ) (r=0.85), Implicit Theories of Intelligence Scale (r=0.86), and Psychological Sense of School Membership Scale (r=0.85). Additionally, the participants’ academic records provided data on their mathematics achievements. Gender differences were tested using the Independent Samples t-test. Results: The results showed no statistically significant gender disparities in students' school adjustment, academic mindset beliefs, or social belonging. However, gender differences were noted in the study variables’ specific domains, with male students reporting higher academic adjustment, malleable mindsets, and feelings of rejection than female students. Conversely, no significant gender differences were noted in the social, emotional, and institutional adjustment dimensions. The study recommends that school authorities organize educational programs to raise awareness of school adjustment, malleable beliefs, and feelings of belonging in both boys and girls. Conclusion: Overall, gender differences play an important role in school adjustment, academic mindset, and social belonging in relation to students’ mathematics outcomes. Therefore, it is important to focus on different genders when applying interventions aimed at enhancing mathematics achievement among secondary school students.

VL  - 14
IS  - 5
ER  - 

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