MST-Department of Educational Psychology
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Browsing MST-Department of Educational Psychology by Subject "Academic Self-Efficacy"
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Item Academic Self-Efficacy and Locus of Control as Correlates of Pupils' Mathematics Performance in Public Primary Schools in Nyandarua County, Kenya(Kenyatta University, 2023-11) Kamau, Dorcas Njeri; Lucy MawangItem Emotional Intelligence and Academic Self-Efficacy Beliefs As Predictors of Academic Achievement among Form Four Students in Kiambu County, Kenya(Kenyatta University, 2020) Muiga, W. JaneThe aim of this study was to establish if emotional intelligence and academic self- efficacy beliefs significantly predict academic achievement among form four students in public secondary schools in Kiambu County, Kenya. Specifically the study sought to find out the relationship between emotional intelligence, academic self-efficacy beliefs and academic achievement and to develop the prediction equation of academic achievement from emotional intelligence and academic self-efficacy beliefs. The study was anchored on social cognitive theory developed by Bandura in 1986. This study used correlational research design. Data were collected from 11 secondary schools out of 43 secondary schools in Kiambu Sub-County. The study sample comprised of 390 students from the 11 secondary schools. Two types of sampling procedures; proportionate sampling and simple random sampling were used to select the sample. The form four students who participated in the study were selected using simple random sampling. Self-Efficacy Questionnaire and emotional intelligence scale were u sed as the primary tools to collect data. Pilot study was conducted in one school in Kiambu Sub County to establish the validity and reliability of the research tools. Demographic data were analyzed by use of descriptive statistics and emotional intelligence, academic achievement and self-efficacy data were analyzed by use of inferential statistics (Pearson correlation, regression analysis and one way ANOVA) with the help of SPSS.The findings revealed that emotional intelligence and academic achievement had a significant positive relationship (r (374) = .24, p = .00). The results of one way ANOVA on the mean differences in academic achievement scores based on the three levels of emotional intelligence, showed that the three groups differed significantly. A significant positive correlation was found between academic self-efficacy and academic achievement (r (374) = .23, p < .05). Further analysis using one way ANOVA showed that there were significant mean differences in academic achievement scores of the students with different levels of academic self-efficacy (F(2, 371) = 7.32, p < .05). Post hoc analysis results using Tukey’s Honestly Significant Difference indicated that academic achievement scores of students with low and high academic self-efficacy beliefs differed significantly.Regarding the prediction of academic achievement from emotional intelligence domains and academic self-efficacy, the results indicated that the independent variables significantly predicted the dependent variable (F (6, 367) = 9.29, P = 0.00). The study makes the following recommendations; student counsellors, teachers and school administrators should come up with training program for students on the development of emotional intelligence skills. Curriculum designers and education planners should include academic self-efficacy training in the course content so that all secondary school students are equipped with these skills to improve learning outcomes. All the stakeholders in education sector should ensure that secondary schools provide positive learning experiences to enhance development of cognitive constructs that enhance academic achievement.Item Relationship among Academic Self-Efficacy Personality Traits and Academic Achievement of Form Three Students of Nairobi City, Kenya(Kenyatta University, 2021) Ouma, Christine Juma; Chrispus. K. WawireWhen students post low grades in national examinations, most of the time it is attributed to; poor learning strategies, burnout among teachers, lack of motivation among learners and other issues like inadequate resources in schools. Little attention is normally paid to the contribution of learners’ personalities and self-efficacy. It is in this light that this study sought to determine the relationship among academic self-efficacy, personality traits and academic achievement. The study was guided by seven objectives. This study adopted a correlational design and was done in Makadara Sub-county in Nairobi City. The target population was all form three students in Makadara Sub-county. Purposive sampling was used to determine the area of study and target population while stratified random sampling and simple random sampling were employed to get the schools and sample for this study. A sample of 169 students from three schools was selected. A self-administered questionnaire consisting of 15 and 50 items on the areas of academic self-efficacy and personality traits respectively were used as the research instrument. A pilot study was conducted in one of the schools which was excluded from the final sample. The data for this study was coded and analyzed using SPSS version 25. Both descriptive and inferential methods were used to analyze the data. Pearson Product Moment correlation was used to determine the relationship between academic selfefficacy and academic achievement and to determine the relationship between the various personality traits and academic achievement while multiple regression was used to determine the interaction effect between academic self-efficacy, personality traits and academic achievement. The findings of the study indicated that; there is a strong positive and significant correlation between academic self-efficacy and academic achievement ( r (167)=0.73, p<0.05); a positive significant relationship exists between agreeableness and academic achievement(r (167)=0.826, p<0.05); extroversion correlated negatively to academic achievement ( r (167)= -0.49, p<0.05) ; no significant relationship was recorded between conscientiousness and academic achievement ( r (167) = 0.01, p >0.05); a moderate positive correction between openness to experiences and academic achievement of learners ( r (167)=0.48, p<0.05); there existed a significant strong negative correlation between neuroticism (r (167)=-0.69, p<0.05) and academic achievement and finally a positive and significant relationship between academic self-efficacy, personality traits and academic achievement of learners. It was also revealed that 62.5% of the variations in academic achievement can be attributed to academic self-efficacy and personality traits. The study recommended that policy makers should develop a curriculum that would inform students on the various personality traits and design ways to mitigate challenges that they may face in school so as to improve their academic performance