Thesis:

Adolescence development dimensions and personality Traits among boys in public day secondary schools in Kirinyaga east sub-county, kirinyaga county, Kenya

The development of personality traits during adolescence is a critical concern, particularly among boys in public day secondary schools. This study aimed to assess how the developmental dimensions of adolescents, including the physical, cognitive, moral, and social, influence boys’ personality traits in Kirinyaga East Sub-County, Kirinyaga County, Kenya. The central problem addressed is the increasing cases of poor personality adjustment among adolescent boys, manifesting as social withdrawal, cognitive instability, and behavioral issues. Guided by the Developmental Task Theory and Psychosocial Theory, the study utilized a mixed-methods approach using a concurrent triangulation design. A total of 345 respondents, including students, form teachers, and guidance and counseling heads, were selected through purposive, stratified, and simple random sampling. Questionnaires and interviews were used to collect data, which was later analyzed using both thematic analysis (for qualitative data) and SPSS version 25 (for quantitative data). Findings indicated that: Physical development had a significant positive influence on personality traits (β=0.138, p<0.05).Cognitive development also showed a significant influence (β=0.130, p<0.05).Moral development demonstrated the strongest influence (β=0.285, p<0.05).Social development was similarly impactful (β=0.184, p<0.05). Based on the findings, the study concluded that adolescent boys' developmental changes significantly shape their personality traits. It is recommended that educators integrate developmentally supportive programs, such as structured life skills lessons and targeted guidance and counseling, to foster positive personality traits. Tailored interventions aligned to each developmental domain should be prioritized to promote holistic adolescent growth and psychological adjustment.