RP-Department of Educational Psychology

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Browsing RP-Department of Educational Psychology by Subject "Academic Resilience"

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    Academic Resilience and Self-Efficacy as Predictors of Academic Achievement Among Form Three Students in Trans-Nzoia County, Kenya
    (Journal of Popular Education in Africa, 2022-06) Angeline, Kelly; Ireri, Anthony Muriithi
    The past four years, 2016 to 2019 has shown a low academic achievement in Kenya Certificate of Secondary Education (KCSE) among students in Trans-Nzoia County. Little has been done in this area to establish how academic achievement relates with academic resilience and academic self-efficacy among form three learners. This study aimed to find out the relationship between academic resilience, academic self-efficacy and academic achievement. The study also aimed at establishing whether there are gender differences in academic resilience and academic self-efficacy. This study was informed by Flach’s theory of resilience and Bandura’s social cognitive theory. The study used correlational research design with a target population of 1500 form three students in Kiminini Sub County in the year 2021. Kiminini Sub County, public secondary schools and form three students were selected using purposive sampling. Proportionate sampling was used to select the number of participants per school. Simple random sampling was used to select 306 students to participate in the study. Data were collected using academic resilience scale and academic self-efficacy. Students’ academic achievement was obtained from students’ progressive records. Data analysis was done using SPSS (Version 21). Pearson product moment correlation and multiple regression analysis techniques were used to test the research hypotheses. The results indicate that there exists a strong positive and significant relationship between academic resilience and academic achievement, r (279) = .65, p < .05. There was a moderate positive significant association between academic self-efficacy and academic achievement, r (281) = .46, p < .05. The results also showed statistically significant gender differences in academic resilience, t (279) = - 4.11, p < .05. The study recommends that teachers should utilize the findings to come up with suitable instructional methods and guidance programs to help students to enhance their self-efficacy and resilience skills for better learning outcomes.
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    Academic Resilience as a Predictor of Academic Burnout among Form Four Students in Homa-Bay County, Kenya
    (International Journal of Education and Research, 2018-03) Oyoo, Syprine Aoko; Mwaura, Peter Mucheru; Kinai, Theresia
    Academic burnout has become one of the most common problems in institutions of learning. It negatively affects students’ wellbeing, creativity and effectiveness in educational settings. This study was therefore designed to establish the extent to which academic resilience predicts academic burnout among form four students in Homa-Bay County, Kenya. The study was guided by conservation of resource theory. A correlational research design was adopted. A sample of 714 was selected from thirty one public secondary schools. Data collection was through questionnaires adapted from Resilience Scale (RS14) and Maslach Burnout Inventory-Student Survey (MBI-SS). Both descriptive and inferential statistics were used. Data was analyzed using both Pearson Correlation Moment Coefficient and hierarchical regression techniques. Results revealed a negative statistical correlation between academic resilience and academic burnout (r (712) = -.24, p <. 05) and academic burnout was negatively and significantly predicted by academic resilience (β = -.21, p < .05). These findings have implications for teachers and school administrators in enhancing and enforcing programs that train students on resilience skills.
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    Gender Differences in Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya
    (Juniper Publishers, 2017-08) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi
    This study sought to establish the gender differences in academic resilience and academic achievement among secondary school students in Kiambu County. The study adopted a descriptive co relational design. A sample of 390 from three students was used. A demographic form and the California Healthy Kids Survey-Module B version were employed in data collection. It was hypothesized that there were no significant mean differences in academic resilience given student’s gender. This was tested using the independent samples t-test. Significant gender differences in mean academic resilience scores were found in favor of girls (t =1.97, df = 388, p =.05). It was recommended that appropriate intervention programmers that target boys be put in place in order to optimize their academic resilience and functioning.