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Comparative Study
| Published: March 25, 2016
Self-Concept among Adolescents of Mixed Sex and Single Sex Education Schools
Research Students, Department of Psychology, University of Calcutta Google Scholar More about the auther
Research Students, Department of Psychology, University of Calcutta Google Scholar More about the auther
Research Students, Department of Psychology, University of Calcutta Google Scholar More about the auther
Assistant Professor, Department of Psychology, University of Calcutta Google Scholar More about the auther
DIP: 18.01.164/20160302
DOI: 10.25215/0302.164
ABSTRACT
School plays a vital role in biopsychosocial development among students. One of the common debates of modern educational system is whether mixed sex education or single-sex education is beneficial for the bio psychosocial development of adolescents. However previous research findings have not provided sufficient evidence to resolve the controversies, this study aimed at clarifying the question of ‘which nature of schooling is effective for multi-dimensional self concept?’ To resolve the controversy, self concept of boys and girls of four mixed sex schools and four single sex education schools was assessed with the help of Multidimensional self-concept scale (MSCS)(Bruce and Bracken, 1992) . Data were statistically analyzed with help of t test. As per result, competence and academic dimensions of self were found to be higher in students from single sex schooling but social dimension of self was elevated in students from mixed sex schooling for both sexes. Girls were found to have scored significantly higher than boys on social dimension of self for both types of schooling.
Keywords
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2016 I S Dhar, S Banerjee, A Mukherjee, A Dogra
Received: February 04, 2016; Revision Received: February 27, 2016; Accepted: March 25, 2016
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.164/20160302
10.25215/0302.164
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Published in Volume 03, Issue 2, January-March, 2016