Browsing by Author "Njoroge, Felicita Waithira"

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    Perceived Need for Autonomy Satisfaction as A Predictor of Transition among Form two Students in Kisii County, Kenya
    (IJSSER, 2024-12) Njoroge, Felicita Waithira; Mutweleli, Samuel M.; Nguno, Susan N.
    Poor transition may affect greatly learners especially as they move from primary to secondary school subsequently achieving low academic outcome. This in turn might affect their life career paths within and after school. The study focused on one psychological factor namely; Autonomy need for satisfaction ( ANFS) among learners in secondary schools. The purpose therefore was to examine the relationship between students’ need for autonomy satisfaction and transition among students in Kisii County. The study was guided by Deci and Ryan (2002) Psychological needs Satisfaction theory of Psychological Needs Satisfaction. Using a predictive Correlational research design the study population was 12462 Form two students across public secondary schools in Kisii County. The sample population was 405 students (167 male) (238 female) selected from 135 schools through purposive sampling, proportionate sampling, stratified sampling and simple random sampling techniques. A five-subscale questionnaire with a reliability coefficient of α = .96 was employed to gather participants’ data The test-retest technique was adopted to test for the reliability of the instruments, where the instruments were administered twice to the same participants, allowing a two-week interval between the two administrations. To establish the internal reliability of the instruments, the researcher used the Cronbach alpha coefficient (α). Data analysis was done using SPSS and descriptive statistics, using means and standard deviations. Pearson's Product Moment Correlation Coefficient was adopted to obtain the link between psychological needs satisfaction Autonomy and students' transition. Analysis of Variance (ANOVA) was adopted to obtain the means and standard deviations of transition and psychological needs satisfaction. Multiple regression was used to analyze the relationship between psychological needs satisfaction and transition. Central measures of tendency, frequent counts and distributions variability were utilized as descriptive statistics and correlation coefficient statistics as inferential statistics. Results indicated that there is a relationship between students’ autonomy and transition. (r (403) =0.40, p recommended need for school administrators to strengthen school programmes that would build students’ autonomy need satisfaction. The study further recommended the need for parents to inculcate autonomy among students right from childhood.
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    Psychological Needs Satisfaction And Emotional Resilience As Predictors Of Transition Among Form Two Students In Kisii County, Kenya
    (2025-05) Njoroge, Felicita Waithira
    The transition from primary to secondary school represents a significant developmental milestone in a student's educational journey. Research has consistently shown that this transition influences students academically, socially, and psychologically. This study examined the relationship between students’ perceived satisfaction of the need for autonomy and transition, as well as the relationship between competence satisfaction and transition to secondary school. Additionally, the study assessed the relationship between students’ sense of relatedness and their transition, investigated the association between emotional resilience and transition, and determined the extent to which psychological needs satisfaction predicts successful transition to secondary school. The study was guided by two theoretical frameworks: the Self-Determination Theory (Deci & Ryan, 2000) and the Broaden-and-Build Theory (Fredrickson, 1998),. A predictive correlational research design was employed, targeting a population of 12,462 form two students drawn from 135 public secondary schools. The sample comprised 424 form two students (257 boys and 167 girls), selected through purposive, proportionate, stratified, and simple random sampling techniques. Data were collected using the Deci and Ryan Multidimensional Psychological Needs Satisfaction Scale and the Resilience Scale. Data were analyzed using SPSS. Descriptive statistics, including means and standard deviations, were used, while Pearson’s Product-Moment Correlation Coefficient determined the relationships between psychological needs satisfaction and transition. Analysis of Variance (ANOVA) was used to compare group means, and multiple regression analysis was conducted to establish predictive relationships. The findings indicated that relatedness had the strongest positive correlation with transition (r(403) = .37, p < .05), while autonomy and competence had weaker associations. Emotional resilience was also significantly related to transition ( r(403) = .45, p < .05). Multiple regression analysis revealed a significant predictive relationship between psychological needs satisfaction, emotional resilience and transition. The study concluded that high levels of psychological needs satisfaction substantially influence students’ successful transition to secondary school. The findings underscore the importance of fostering environments that support the development of students' basic psychological needs. The study offers valuable insights for school counsellors and educators on key psychological factors affecting student transition, thereby contributing to more effective support strategies for learners. Based on the findings, it is recommended that school administrators and education stakeholders prioritize the creation of supportive environments that foster students’ psychological needs, particularly relatedness, autonomy, and competence. Guidance and counselling teachers should implement structured programs aimed at strengthening students’ emotional resilience during the transition period. Additionally, teacher-training programs should incorporate content that equips educators with strategies to support students’ psychological well-being during transitions. Policymakers should integrate psychological support frameworks into national education transition policies to ensure successful transition of learners from primary to secondary schools.