Number of years in boarding school, emotional attachment, social skills and self- esteem of day and boarding primary school children.

Abstract

The purpose of the study was to examine the relationship between emotional attachment, social skills and self-esteem and to establish whether number of years in boarding school had influenced them. Simple random sampling was employed to select 200 pupils from day and boarding primary schools in Kampala District. The respondents were male and female aged 10-15. Correlational and Causal-Comparative study designs were employed. The Pearson r Test and ANOVA tested hypotheses. The results indicated significant positive correlations between emotional attachment and social skills; emotional attachment and self-esteem and social skills and self-esteem. Findings further revealed a significant influence of number of years in boarding school on self-esteem.