Interrelation between cognitive development and personality traits among adolescent boys: A study in public day secondary schools in Kirinyaga East Sub‑County, Kenya

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Background. Personality traits among adolescents significantly shape their academic achievement, learning approaches, and goal orientation. Cognitive development plays a central role in personality traits formation during adolescence—a critical period of emotional and intellectual growth. However, limited research has examined this relationship in public day secondary schools in Kirinyaga East Sub-County, Kenya.

Purpose. This study assessed the influence of adolescents’ cognitive development on personality traits development among boys in public day secondary schools in Kirinyaga East Sub-County.

Materials and methods. Guided by the Adolescence Development Dimension Theory, the study adopted a mixed-method approach. The target population comprised 2,524 respondents, including teachers and Form 2 and Form 3 boys across 34 schools. A sample of 345 participants was selected using purposive and simple random sampling. Data collection tools included questionnaires and interview guides. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analysis, with SPSS version 25.

Results. Findings indicated a statistically significant relationship between cognitive development and personality traits (β = 0.130, p = .037). Many boys struggled with independent decision-making and often relied on peers. Impulsive behaviors and peer-influenced creativity were also noted, contributing to both positive and problematic personality outcomes.

Conclusion. Cognitive development significantly influences personality traits among adolescent boys. Challenges in cognitive independence impact how they make decisions and relate socially.

Recommendations. Schools should promote cognitive growth through structured guidance and decision-making training. Further research is recommended on adolescent girls to explore gender-based differences.

About the authors

Kezzy Wanjira

Mount Kenya University

Author for correspondence.
Email: kwwanjira@gmail.com
ORCID iD: 0000-0001-6556-9618

Postgraduate Student

 

Kenya, P.O. Box 342, 01000, Thika, Kenya

Benson Wanjiru

Mount Kenya University

Email: bnjoroge@mku.ac.ke
ORCID iD: 0009-0003-4607-2317

PhD, Dr., Dean, School of Education

 

Kenya, P.O. Box 342, 01000, Thika, Kenya

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