Abstract
Scholastic success of Nigerian children coming from polygamous ( n = 50) and monogamous families ( n = 156) was compared. No differences between the two groups were observed across background variables of demographics, parental education and occupation, or family support for schooling. There were no differences in the Junior Secondary School Entrance Exam scores between the groups. However, children from polygamous families reported more difficulties in mathematics and English than their counterparts from monogamous families. The findings are discussed in relation to previous research.
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