RP-Department of Educational Psychology

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

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    Correlates of Academic Resilience among Secondary School Students in Kiambu County, Kenya
    (Rivera, 2017) Mwangi, Cecilia N; Ireri, Anthony M; Mwaniki, Elizabeth W
    This study explored how external and internal protective factors combined in predicting academic resilience among secondary school students in Kiambu County, Kenya. The study used a descriptive correlational design. The sample comprised of 390 form three (198 boys; 192 girls) with a mean age of 17 years (SD= 1.31; range 12 - 24 years). A demographic form and the California Healthy Kids Survey-Module B, 2007 version were used to collect data. Data were analysed using Pearson’s Product Moment Correlation (PPMC) and multiple linear regression. There was a significant strong positive relationship between the external and internal protective factors (r (388 = .55, p < .05). In addition, internal protective factors had a higher positive and significant predictive value on academic resilience (b = 0.42, p < .05) than external protective factors (b = 0.29, p < .05). The results indicated that internal and external protective factors jointly explained a significant amount of variance in students’ academic resilience. A key implication of the findings is that interventions focusing on enhancing internal protective factors while strengthening external factors are more likely to have a better impact in promoting students’ academic resilience
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    Relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya
    (World Academy of Science, Engineering and Technology, 2018-01) Mwangi, Cecilia Nyambura; Ireri, Anthony Muriithi; Mwaniki, Elizabeth W.; Wambugu, Stephen K.
    This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. A significant mean difference (F (3,386) = 9.39, p < .05) was reported in the academic resilience scores when type of school was considered. The difference was in favour of girls’ boarding schools. The mean academic resilience and achievement for boys’ boarding was found to be significantly lower than that of girls’ boarding, boys’ day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students. Keywords: Academic resilience; Academic achievement,Type of school, Secondary school students
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    Relationship between Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya
    (OMICS International, 2015) Mwangi, C.N.; Okatcha, F.M.; Kinai, T.K.; Ireri, A.M.
    This study sought to establish the relationship between academic resilience and academic achievement among secondary school students in Kiambu County. A descriptive correlational design was adopted. The sample comprised of 390 form three students. Data were collected using a demographic form and the California Healthy Kids Survey-Module B, 2007 version. Academic achievement was inferred from the school performance records. The main data analysis techniques were Pearson’s Product Moment Correlation Coefficient and regression analysis. Findings revealed a positive and significant relationship between academic resilience and academic achievement (r (388)=0.68, p<0.05). The findings are discussed and implications for practice and further research given.