PHD-Department of Educational Psychology

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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.
Metacognition And Mathematics Anxiety As Predictors Of Mathematics Test Performance Among Secondary School Students In Kakamega County, Kenya
(Kenyatta University, 2025-06) Adanya, Vincent Maganga
Students’ inability to perform well in mathematics has been a concern the world over. Not all factors related to this inability have been exhaustively investigated. Poor mathematics performance in Kakamega County may have made most students miss out on highly scientific courses during university selection. This may limit the goal of Kenya becoming an industrialized country as envisaged in the country’s vision 2030 goals. The poor performance may be due to learners’ lack of metacognitive abilities as well as anxiety experienced during mathematics exams. This study sought to examine how metacognition and mathematics anxiety predict mathematics test performance. Differences in metacognition and mathematics anxiety due to gender and age were also tested. Flavell’s Metacognition Theory (1979) and Irwin Sarason’s Cognitive Interference Theory (1988) guided the study. The study adopted a predictive correlation design. The study was conducted in Kakamega County, Kenya. Purposive, stratified and simple random sampling was used to select a sample size of 260 students (140 boys and 120 girls) from six schools. Data was collected using three instruments; Mathematics test exercise, Metacognitive Awareness Inventory for students (Schoenfeld, 1985) and Mathematics Anxiety Rating Scale for students (Mandlar & Sarazon, 1878). To check and enhance validity and reliability of the research instruments, a sample size of 40 students (15% of the actual sample) from one school in Kakamega County which was excluded in the final study was used for the pilot study. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed using thematic analysis. The findings showed that there was positive and significant relationship between metacognition and mathematics test performance (r (258) = .47, p˂ .05), while there was negative and significant relationship between mathematics anxiety and mathematics test performance (r (258) = -.565, p ˂.05). Metacognitive strategy use showed a higher predictive value for mathematics test performance than metacognitive awareness. There were no significant gender differences in metacognition (t = 1.367, df = 258, p = .17). and mathematics anxiety (t = 1.27, df =258, p = .21). Significant differences in metacognition (F = 6.7, df = 2, p = .02) and mathematics anxiety (F = 7.2, df = 2, p = .001) due to age was found favoring older students (≥ 18.1 years category). Metacognitive strategy use combined with low mathematics anxiety had significant values for high performance in mathematics test. Significant differences were found among students from different types of schools in terms of their metacognition, mathematics anxiety and mathematics test performance. Overall, the findings upheld the guiding theories of the study that had indicated that when students are metacognitively aware of strategies to use and when they have no or low anxiety towards mathematics, they are likely to perform well in mathematics test. Recommendations from the findings were; including the teaching of metacognition in mathematics curriculum, students be assisted in building up confidence towards mathematics to reduce the anxiety levels, and that further studies use different study design apart from correlational studies to investigate the same variables.
Motivational constructs and school adjustment as predictors of academic achievement among form two students in Nyandarua County, Kenya
(Kenyatta University, 2025-04) Kamau, Njeri Anne
Since 2017, most secondary school students in Nyandarua County have been performing below average in Kenya Certificate of Secondary Education. Reviewed studies have largely attributed the academic underachievement to school environmental factors like leadership, pedagogy and insufficient resources. Few studies have investigated how students’ motivational constructs and school adjustment relate to academic achievement. This study examined the relationships among dispositional optimism, coping strategies, school adjustment, and academic achievement. How these variables differ by type of school was also investigated. Further, a model for predicting academic achievement from dispositional optimism, coping strategies and school adjustment was tested. Guided by Eccles et al.’s expectancy-value theory (1983) and Eccles and Midgley’s stage-environment fit theory (1989), this study used a convergent mixed methods research design. The study targeted 16,813 form two learners in 173 public secondary schools in Nyandarua County, Kenya. The county, the public schools and the form two class were all purposefully sampled. Based on the sub counties and types of schools, a stratified proportionate sample of 10 secondary schools was obtained. In these schools, 391 students were selected through simple random sampling. The validity and reliability of the study instruments was ascertained in a pilot study involving 40 form two students in a co-educational public secondary school in Nyandarua County. Quantitative data were collected using a self-reported questionnaire comprising of items from the Life Orientation Test-Revised, brief COPE Inventory and School Adjustment Inventory. Students’ academic achievement scores were obtained from school academic records. Qualitative data were collected through a semi-structured interview schedule. Using SPSS, quantitative data were analyzed descriptively and inferentially. Qualitative data were analysed thematically as per the objectives of the study. The results indicated a significant positive correlation (r (376) = .46, p = .00) between dispositional optimism and academic achievement. There was also a significant positive correlation (r (376) = .33, p = .01) between coping strategies and academic achievement. Likewise, the correlation between school adjustment and academic achievement was positive and significant, (r (376) = .13, p = .01). There were significant school type differences in dispositional optimism (F (3,374) = 66.13, p = .00, η2 = .35), coping strategies (F (3,374) = 63.23, p = .00, η2 = .34) and school adjustment (F (3,374) = 56.25, p = .00, η2 = .31) respectively, in favour of boys’ boarding school. The differences had moderate effect sizes. The predictive equation for academic achievement was significant (F (3,374) = 50.89, p = .00) as well as the model involving school type as an intervening variable (F (4,373) = 54.17, p = .00). Of the three predictor variables, coping strategies seemed to have direct effects on the rest of study variables. The results of the current study demonstrated that the three predictor variables, dispositional optimism, coping strategies and school adjustment positively and significantly predicted academic achievement. The study recommends that teachers and parents should equip learners with effective coping strategies as well as cultivate higher levels of optimism and school adjustment in efforts aimed at improving academic achievement among secondary school students in Nyandarua County and beyond
Test anxiety and hexaco personality traits as correlates of academic stress among secondary school students in Kiambu County, Kenya
(Kenyatta University, 2025-06) Kariga, Naomi Wairimu
Academic stress is a common phenomenon among students. It may be accelerated by the anxiety they experience especially during exams coupled with their different personality traits which may result in poor academic performance. This study established how test anxiety and HEXACO personality traits relate to academic stress among high school students in Kiambu County. It had sought to establish the extent to which test anxiety and HEXACO personality traits predicted academic stress. Gender differences in HEXACO personality traits and test anxiety were also tested. The study was guided by the Stress and Coping Theory of Stress by Lazarus and Folkman (1984) and HEXACO theory by Lee and Ashton (2009). Convergent parallel mixed methods design was used. The study targeted 37 schools with a population of 3500 (1900 boys, 1600 girls) form three students from public secondary schools in Kiambu County. The researcher purposively sampled form three students. Stratified sampling was used to sample schools based on whether they were single sex or coeducational. Four schools and 346 form three students (195 boys and 151 girls) were randomly sampled to participate in the study. Westside test anxiety scale was used to measure test anxiety, HEXACO-Personality Inventory-Revised measured HEXACO personality traits and Educational Stress Scale for Adolescents measured academic stress. A pilot study involving 35 students for the quantitative data and 5 students for the qualitative data was carried out in one school which was not part of the actual study to test the validity and reliability of the research instruments. Data was collected through administering of questionnaires and conducting interviews. Descriptive statistics were used to analyze demographic data. Inferential statistics, specifically Pearson’s Product Moment Correlation Coefficient, independent samples t-test, and multiple regression analysis were used to test the hypotheses of the study. Qualitative data was analyzed thematically. The results indicated a positive and significant relationship between test anxiety and academic stress (r (344) = .35, p < .05). Honesty-Humility personality trait had a negative and significant relationship with academic stress (r (344) = -.14, p < .05). The emotionality personality trait had a positive and significant relationship with academic stress (r (344) = .26, p < .05). The extraversion personality trait had a negative and significant relationship with academic stress (r (344) = -.11, p < .05). Agreeableness personality trait had a negative and significant relationship with academic stress (r (344) = -.19, p < .05). Conscientiousness personality trait had a negative and significant relationship with academic stress (r (344) = -.23, p <.05). Openness personality trait had a positive and non-significant relationship with academic stress (r (344) = .05, p >.05). There were significant gender differences in students’ test anxiety (t (342) = - 5.99, p < .05) but gender differences in HEXACO personality traits were not statistically significant (t (342) = .98, p > .05). Test anxiety and HEXACO personality traits were found to predict academic stress among the students (R = .52). Qualitative results also found that test anxiety, HEXACO personality traits were related to students’ academic stress. In light of the above findings, the study recommended that school administrators and teachers should expose the learners to as many tests as possible as the familiarity with tests may reduce their anxiety levels. It also recommended that teachers should be keen to note the personality differences in the learners so as to tailor make the learning and instruction process to cater for the different personality traits in a classroom. This will not only reduce the academic stress among students but will also improve the overall academic performance.
Achievement goals, perceived teacher support, and academic Disidentification as antecedents of mathematics Achievement among form three students in Kisii County, Kenya
(Kenyatta University, 2025-04) Oyaro, Samwel Makori
In the present fast-paced world, where technology is evolving at an unprecedented rate, the importance of Science, Technology, Engineering and Mathematics (STEM) disciplines cannot be overstated. Mathematics, one of the critical STEM subjects, forms the bedrock of innovation and problem-solving skills predominant in solving real world challenges. Despite the importance, the overall pass rate for many students is below par (C+ plus). The trend remains worrisome in the Kenyan schools and particularly Kisii County; Kenya. It is on this premise that this study examined achievement goals, students’ perceived teacher support, and academic disidentification as antecedents of mathematics achievement. The study embraced the revised achievement goal (3x2), self-determination, and expectancy value theories. A correlational design was adopted. The target population comprised of 32766 form three students and 355 public secondary schools in Kisii County in 2023. Stratified sampling was used to select the 37 schools that took part in this study. Alongside, simple random sampling was used to obtain the 418 participants. To analyze data, Pearson correlation, multiple linear regression and path analyses were used. Results revealed that task approach goals (r(416)=.23, p=.00), self-approach goals (r(416) =.27, p=.00), and other approach goals (r(416)=.28, p=.00) were positive and significantly correlated with mathematics achievement. On the other hand, task avoidance goals (r(416) = -.17, p=.00), self-avoidance goals (r(416) = -.26, p=.00), and other avoidance goals (r(416) = -.24, p=.00) had a negative and significant relationship with mathematics achievement. Perceived teacher support subscales i.e. autonomy support (r (416) =.29, p=.00) and competence support (r(416)=.21, p=.00) were positive and significantly correlated with mathematics achievement while relatedness subscale though positive was not significant (r (416) =.27, p=.08). Academic disidentification was found to partially mediate the relationship between achievement goals, perceived teacher support and mathematics achievement (F(3,415) = 8.36, p=.00; β values decreased from .12 to .09). From path analysis, the indirect effects of academic disidentification significantly mediated the relationship between achievement goals, perceived teacher support and mathematics achievement (β=.28, p=.00). Mathematics achievement was found to be significantly predicted by achievement goals, perceived teacher support and mathematics achievement (F(3,415) = 15.41, p=.00). In addition, across the three school categories, subcounty schools were associated with avoidance motivation since they reported the highest mean across avoidance valence {(task avoidance M=11.56; SD=4.73), self-avoidance (M=8.67; SD=3.89), and other avoidance goals (M=8.61; SD=2.68)} relative to girls’ and boys’ school categories. The differences were statistically significant (F(12, 822) = 4.977, p= .000; Pillai’s V = .135; partial η2 =.068). This study advocates for educational policymakers to implement mentorship programs, tiered instruction, and reflective learning as strategic interventions to counter mathematics disidentification. Additionally, it recommends that mathematics teachers adopt approach motivation teaching methodologies. These recommendations are particularly pertinent for sub-county schools, which predominantly serve students who have adopted avoidance goals and disidentified with mathematics. By targeting these institutions, this approach aims to address the concerning trend of poor mathematics achievement in Kisii County, Kenya.
Mental health and identity development as correlates of academic engagement among third year undergraduate students in Kenyan public universities
(Kenyatta University, 2024-08) Kositany, Conrad
Mental health and identity development as correlates of academic engagement among third year undergraduate students in Kenyan public universities
(Kenyatta University, 2025-08) Kositany, Conrad
Academic Adaptability, Psychological Capital and Academic Engagement as Predictors of Academic Achievement among Form Three Students in Kitui County, Kenya
(Kenyatta University, 2024-04) Muthui, Priscah M.
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic adaptability, academic psychological capital and academic engagement predicts academic achievement among form three students in Kitui County. The objectives of the study were; to find out the extent to which academic adaptability predicts academic achievement, to examine the extent to which academic psychological capital predicts academic achievement, to find out the extent to which academic engagement predicts academic achievement, to establish the extent to which gender moderates the relationship between the students’ academic adaptability, academic psychological capital and academic engagement and to determine the predictive model of academic adaptability, academic psychological capital and academic engagement on academic achievement. The study was anchored on Individual Adaptability theory by Ployhart and Bliese (2006), Broaden -and -build theory by Fredrickson (2004) and Engagement theory of learning by Kearsley and Shneiderman (1999). Explanatory sequential mixed method design was used. The participants were 427(218 boys and 209 girls) students from ten public sub-county secondary schools in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Questionnaires were used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, data on the students’ academic achievement was collected from the respective class teachers. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. The school was not involved in the actual study. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and t-test for independent samples while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic adaptability and academic achievement (r=.00, p<.05), academic psychological capital and academic achievement (r=.65,p< 0.01) and academic engagement and academic achievement (r=.57,p< 0.01). From the multiple regression analysis, it was revealed that academic psychological capital was the best predictor of academic achievement with a predictive index of (β=.42) followed by academic adaptability with a predictive index of (β=.17) while the least predictor was academic engagement with a predictive index of (β=.13).The equation for predicting academic achievement from academic adaptability, academic psychological capital and academic engagement was significant (F (3, 411)=.000,p<.005). As a result, all the sub-scales of the three constructs had a significant predictive weight on academic achievement. The qualitative data was analyzed thematically and the findings concurred with the quantitative results. In conclusion, the significant predictive weight of academic adaptability, academic psychological capital and academic engagement on academic achievement implied their importance in the learning process. As a result, the study recommends that the teachers, parents and all education stakeholders should enlighten and guide the students on the importance of academic adaptability, academic psychological capital and academic engagement in boosting their academic achievement.
Dispositional Optimism and Learning Strategies as Predictors of Academic Achievement among Pupils in Public Primary Schools in Nakuru County, Kenya
(Kenyatta University, 2024-03) Bundi, Joel K.
Academic achievement of pupils from public primary schools in Nakuru County in national examination has constantly been skewed towards lower mean scores. This problem has continued to persist despite considerable effort made by teachers, psychologists, educational researchers, guidance and counseling professionals. The below average academic achievement has detrimental consequences to the learner, family, society and the nation. The affected learners miss out on the schools of their choices and become disoriented in career aspirations at this foundation stage, lose focus and hope. The family may be in stress looking for school to place the learner while the society and the nation may be in deficit of human resource capital required for socio-economic transformation and national development. To address this issue, the following objectives were formulated; To determine the relationship between dispositional optimism and academic achievement, to determine the relationship between learning strategies (deep, surface) on academic achievement, to establish if there exists significant sex differences in pupil’s learning strategies and dispositional optimism, to establish if there exists significant differences in learning strategies and dispositional optimism based on socioeconomic status of pupils and to establish the prediction equation of academic achievement from pupil's learning strategies (surface, deep) and dispositional optimism having controlled for demographic factors. The study was based on learning approaches model by Marton and Saljo (1976) and dispositional optimism theory by Scheier et al. (1994). The study adopted convergent parallel mixed research design. All the 41524 standard eight pupils enrolled in 2021 in 747 public primary schools in the county formed the study's target population. The accessible population was 1364 class eight pupils from 16 public primary schools and who were targeted to sit for 2021 KCPE. The sample consisted of 400 standard eight pupils selected from 16 public primary schools selected using Israel (1992) sampling table. Probability sampling procedures, namely stratified and simple random and purposive sampling which is a non-probability sampling procedure were used in the selection of the schools and the respondents. Questionnaires and interview guide were used to collect data. A pilot study was conducted among 30 class eight pupils to establish the validity and reliability of the research instruments. The study used both descriptive and relevant inferential statistical procedures to analyze the data. The results showed that dispositional optimism and academic achievement had a moderate, positive and significant correlation, r (366) = .31, p < .05. There was a moderate, positive and significant correlation between deep learning strategies and academic achievement, r (281) = .40, p < .05. The study established that there was no statistically significant relationship between surface learning strategies and academic achievement, r (71) = .11, p > .05. The mean differences in deep learning strategies among boys and girls were not statistically significant, t (281) = 0.92, p = .36. The mean differences in surface learning strategies among boys and girls were not statistically significant, t (71) = 1.29, p = .20. The mean differences in dispositional optimism between boys and girls were not statistically significant, t (366) = 0.95, p = .34. The study established that the differences in deep learning strategies based on SES were not statistically significant, F (2, 280) = 1.58, p > .05. The differences in surface learning strategies based on SES were not statistically significant, F (2, 70) = 0.04, p > .05. There were significant differences in pupil's dispositional optimism based on socio-economic status, F (2, 365) = 4.09, p < .05. Dispositional optimism, surface and deep learning strategies significantly predict academic achievement among the pupils, F (3, 364) = 147.84, P < .05. The study recommends that the MOE should enhance and regularly conduct capacity building for teachers on how to enhance pupil’s dispositional optimism and deep learning strategies for better academic achievement in primary schools.
Psychosocial Support, Social Competence and Psychological Well-Being as Correlates of School Adjustment among Form One Students in Murang’a County, Kenya
(Kenyatta University, 2024-03) Ndung’u, Mary Ngina
School adjustment among form one students in Murang’a County, Kenya has become a concern as more and more students continue to find it difficult to fit in and cope with the school environment. This has posed serious problems among some students who develop a negative attitude and behavior towards the school, hindering them from comfortably engaging in learning and even dropping out. Minimal effort has been employed to investigate factors that contribute to students’ poor adjustment to the school environment. Therefore, the study aimed to find out whether students’ psychosocial support, social competence, and psychological well-being had any relationship with school adjustment among form one students in Murang’a County, Kenya. Gender was also investigated to establish whether there were any significant differences between boys and girls in school adjustment. The study incorporated two theoretical insights; Erikson’s theory of psychosocial development (1950) and the bio-ecological systems theory (Bronfenbrenner's, 1979). The study used correlational design to establish the relationship among psychosocial support, social competence, psychological well-being, and school adjustment. The population of this study included all form one students in the County and the target population was 6,043 form one students. Out of these, 362 students were randomly sampled from 12 out of the 51 secondary schools in the County. Murang’a County was purposively sampled. A stratified sampling technique was used to sample the 12 secondary schools. Four research tools were adapted and used to collect quantitative data; the Scale for Psychosocial Support (SP), the Social Competence-Teen Scale (SCTS), the Scale for Psychological Well-being (SPWB), and the School Adjustment-Child Scale (SACS). Piloting was done to ensure the validity and reliability of the research tools and consisted of 20 participants, drawn from a mixed public day school. Quantitative data were analyzed using SPSS. The Statistical tests used included Pearson’s Product Moment Correlation Coefficient, multiple regression, chi-square, and t-test. The results revealed a strong positive and statistically significant correlation among psychosocial support, social competence, psychological well-being adjustment r (349) =.58, p ≤ .05; a positive and significant correlation between students’ psychosocial support and school adjustment, r (349) = .32, p ≤ .05. Results also revealed a moderate positive significance between social competence and school adjustment, r (349) = .39, p ≤ .05; psychological well-being and school adjustment, r (349) = .54, p ≤ .05. The independent t-test also revealed a statistically significant difference in psychosocial support, social, competence and psychological well-being between boys and girls. This implies that there is a significant difference in the level of adjustment between form one boys and girls. The results suggest that boys adjusted better than girls hence the need to ensure that girls are provided with the necessary support to enable them to adjust adequately in school. Regression analysis revealed that psychosocial support, social competence, and psychological well-being predicted school adjustment, and consequently, school adjustment predicted academic achievement. In conclusion, therefore, psychosocial support, social competence, and psychological well-being predicted school adjustment. The study recommended that teachers and all the stakeholders in the school should endeavour to enhance students’ psychosocial support,
Psychosocial support, stress coping strategies, and mental health as determinants of academic achievement among students in selected universities, Kenya
(Kenyatta University, 2024-01)
Most research studies on academic achievement have focused on secondary students with scanty empirical evidence of studies done on determinants of academic achievement among students in the university. This study tried to establish whether psychosocial support, stress coping strategies, and mental health are determinants of academic achievement among students in Kenyan universities. The objectives of the research aimed at establishing whether the three variables namely; psychosocial support, stress coping strategies and mental health are determinants of academic achievement among students in the Kenyan universities. Further, the study sought to establish gender differences in terms of psychosocial support, stress coping strategies, mental health and academic achievement among female and male students in Kenyan universities. The objectives of the study delimited the review of literature related to the research. Psychosocial Theory of Development by Erik Erikson and Stress Theory by Hans Selye were used. The research was designed as a Cross-Sectional Analytical research. The population targeted was 2nd and 3rdyear students in 4 purposively selected universities located in different Counties in Kenya. The selection of 340 students who took part in the research was done by stratified sampling whereas simple random sampling was deployed to pick 80 peer counsellors. The study purposively sampled one dean of students and one Student counsellor from each of the sampled universities. Therefore, 4 deans of students and 4 student counsellors participated in the study. The study sample had a total of 428 participants. A students‘ questionnaire, interview schedules for Deans of students and Student counsellors and a Focus Group Discussion guide for peer counsellors were used to collect data. The pilot study was done prior to commencement of the actual study, to confirm the validity and the reliability of the instruments of data collection. Data was analysed using Statistical Package for Social Sciences (SPSS) version 20 to obtain inferential and descriptive statistics. Percentages, frequency tables, mean, maximum and minimum scores, skewness and kurtosis were used to summarize the descriptive statistics whereas inferential statistics were computed using independent t-test, ANOVA, path analysis and Structural Equation Modelling. Qualitative data was thematic and aligned with the research‘s objectives. The research findings indicated that students relied more on family members, friends, and peer counsellors for psychosocial support. Listening to music, spending time with friends, and surfing the internet were the most frequently used stress coping strategies. Findings obtained from Path model revealed that psychosocial support directly impacted GPA scores. Stress coping strategies had no effect on GPA scores but indirectly effected GPA scores through mental health. Therefore, psychosocial support and mental health are significant determinants of academic achievement among students in the university. A significant relationship was found between psychosocial support, and gender but none with stress coping strategies. Male respondents recorded higher levels of stress, depression and anxiety when compared to their female counterparts. It is hoped that the findings of this study will help policymakers and stakeholders to improve psychosocial support services, recreational facilities for stress mitigation, and mental health awareness to ensure good academic achievement among university students.
Proximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenya
(Kenyatta university, 2020-05) Olendo, Akinyi Rosemary; Koinange C. Wawire; Doyne K. Mugambi
Students from Migori County persistently perform poorly compared to those of the neighbouring Counties. Studies in Migori County have concentrated more on other factors affecting academic achievement and left out academic buoyancy. Yet reviewed literature indicates a link between academic buoyancy and academic achievement. The aim of this study was therefore to investigate if there was a relationship between proximal predictors and academic buoyancy, to establish the predictive role of proximal predictors on academic buoyancy and subsequently the prediction of academic achievement from academic buoyancy with sex as the moderator variable. The researcher employed resilience theory and used explanatory sequential mixed methods design to collect data from secondary students of form three. The study targeted all form three students in Migori County, Kenya. Participating schools and students were sampled using purposive, stratified, cluster and simple random sampling. A total of 469 participants were drawn from 21 secondary schools. Academic Buoyancy Scale and, Motivation and Engagement Scale (High school) were adapted and used to collect quantitative data. An in-depth interview comprising 10% of those students found buoyant from the analysis of quantitative data were used. Through document analysis of the student’s academic records, academic achievement was thus inferred. To establish the validity and reliability of the research tools, a pilot study was conducted. The pilot study sample comprised of 47 participants drawn from co-educational and single sex secondary schools. Qualitative data were thematically analyzed while quantitative data were analyzed using SPSS. The statistical tests used included Pearson’s r, simple and multiple regression, and independent samples t-test together with descriptive statistics. All hypotheses were tested at p < .05 level of significance. The results revealed strong positive and statistically significant correlation between academic buoyancy and self-efficacy (r (469) = .76, p < .05); a weak positive but statistically significant correlation between academic buoyancy and; self-control (r (469) = .18, p =.05); academic engagement (r ( 469) = .22, p < .05); and teacher-student relationship (r ( 469) = .19, p < .05). Additionally, a very weak non-significant positive correlation coefficient (r) was established between academic anxiety and academic buoyancy (r (469) = .04, p > .05). The independent samples t-test did not establish any significant gender differences among the study variables. Regression analysis revealed that self-efficacy, teacher-student relationship and self-control significantly predicted academic buoyancy and further, academic buoyancy significantly predicted academic achievement. In conclusion therefore, self-efficacy, teacher-student relationship and self-control have an effect on academic buoyancy, and subsequently, academic buoyancy affected student’s academic achievement. This study therefore recommends that intervention be directed towards enhancing students’ self-efficacy, self-control and teacher-student relationships which have a bearing on academic buoyancy and subsequently, academic achievement.
Parental career support and students’ science self-efficacy as correlates of career decision making among form three students in Murang’a County, Kenya
(Kenyatta university, 2023-09) Muturi, Mary N.; Theresia Kinai; Tbaitha Wangeri
Parents are influential in students’ career choices however, specific parental support factors have not been addressed in Murang’a County Kenya. Limited studies have related parental factors with self-efficacy in science subjects in determining the career options students decide on. This study, therefore, embarked on investigating if parental career support and students’ self-efficacy in science were correlated to career decision making among students in public secondary schools. The Social Cognitive Career Theory formed the basis of the study, raising the ensuing study questions; are there interrelationships between parents' support, students' self-efficacy for science, and students' career decisions; is there a relationship between students' self-efficacy for science and parental support; is there a relationship between parents support and students’ decisions on careers Correlations were established between variables. A sample population of 498 form three students in public schools was derived by Cochran’s sample size formula. Purposive sampling and proportionate stratified random sampling determined 11 schools that included boys, girls, and mixed schools. Random sampling was used to select the participants. Three schools, each with 13 students (49) were identified for piloting to verify the questionnaire. Data were collected and evaluated by SPSS. Data were described using measures of central tendency, standard deviations, and percentages. Hypotheses were tested using Pearson’s product moment correlation coefficient, analysis of variance, and multiple regression. The findings established correlations among the parent career support factors, Instrumental assistance (r(480)=0.29, p<0.01) Career modeling (r(480)=0.10*,p<0.05),Verbal encouragement (r(480)=0.72, p< .01), Emotional support (r(480)=0.34, p<.01)), with decision making. Associations were realized between low science self-efficacy (r (480) =0.277, p<.01) and high science selfefficacy had negative correlations (r(480)= -0.125, p<.01) with students’ decisions. Verbal encouragement (r (480) =.185, p<.01) and instrumental assistance (r(480)=.107, p<0.05) associated with science self-efficacy. Career modelling showed low insignificant relationship (r480) =.027) while emotional support had an insignificant negative relationship (r (480) =-.043, p< .01) with science self-efficacy. The study observed parents' support, self-efficacy in science, and career decision making were interrelated. Recommendations on the inclusion of specific parental attributes in enhancing science self-efficacy to improve students’ choices in sciences were made
Relationship between Gender Role Reversal and Psychological Effects among Spouses in Nyeri County, Kenya
(kenyatta university, 2023) Gichu, Jane Kabui; Christine Wasanga; Mary Getui
Gender role reversal among spouses has become an increasingly prevalent phenomenon in both the developed and developing world, yet not much is known about its psychological effects on married men and women as spouses in the developing world. The purpose of this study was to establish the relationship between gender role reversal and psychological effects on spouses in Nyeri County. The study focused on prevalence and factors contributing to reversal of the provider, decision making, child care and home keeping roles and psychological effects on spouses, mainly, low self-esteem, depression, anxiety and stress and possible intervention strategies. The study utilized a descriptive correlational design and was guided by the social cognitive theory, the Gender Role Strain paradigm, gender role conflict theory and masculine gender role stress paradigm. Target population was married Kikuyu men and women with dependent children. A sample of 460 was selected through multi-stage sampling. Questionnaires and focus group discussions were used to collect data. The Statistical Package for Social Sciences (SPSS) version 21.1 aided the quantitative data analysis. Quantitative data was analyzed to generate descriptive statistics that included frequencies and percentages. The qualitative data from the focus group discussions was grouped and analyzed thematically. Pearson Product Moment Correlation Coefficient was used to determine the relationship between gender role reversal and psychological effects. Findings revealed a high prevalence of provider and decision making roles at 48.2% and 48.0% and very low prevalence (7.7%) of reversal of childcare and home keeping roles. Majority of the male and female participants attributed the reversal to socio-cultural factors particularly male under socialization and alcohol abuse. However, more male than female participants attributed the reversal to socio-economic factors especially poverty, male unemployment and discriminative economic empowerment of women while excluding men. Findings revealed that both spouses suffered from low self-esteem and had symptoms of depression, stress and anxiety. The study revealed that there was a positive and significant relationship between low self-esteem, depression and stress and the provider, decision making and childcare/home keeping roles and a weak positive relationship between anxiety and the three roles. Correlation coefficients between low self-esteem and the provider, decision making and childcare/home keeping roles were (r=0.420; r=0.321; r=344, p<0.05) respectively. Correlation coefficients between depression and the provider role, decision making, childcare/home keeping roles were (r =0.121; r=0.234; r=0.543, p<0,05) respectively; Correlation coefficients between stress and provider, decision making, childcare/home keeping they were ((r=0.324;r=0.231; r=0.241, p<0.05) respectively. Correlation coefficients between anxiety and provider, decision making, childcare/home keeping were (r=0.38; r=0.112; r=0.111, p<0.05) respectively. Recommended interventions were mainly psychosocial, namely, family life education, premarital and marital counselling, psycho-education, teaching of gender roles to both gender and awareness creation on psychological health by counsellors and psychologists at the community level. Socio- economic interventions included empowering men and eradicating poverty by creating employment in rural areas. Based on these findings, this study recommended that the County government could engage professional counsellors and psychologists to provide counselling services for preventing and curative purposes. The County government could also set a fund to capacity build community lay counsellors and task them with psycho-educating the community as well as giving basic counselling services.
Sense of Competence, Self-Control and Moral Compass As Determinants of Academic Dishonesty among Form Four Students in Baringo County, Kenya
(Kenyatta University, 2023-09) Kemei, Daniel Kimutai; Chrispus Wawire Koinange; Philomena Ndambuki
ABSTRACT Academic dishonesty has been a common occurrence in Kenya’s education system in recent years. Stringent measures put in place have not succeeded in eliminating the vice as cases of secondary school students engaging in it are still being reported. A research study focusing individual reasons for academic dishonesty could potentially lead to new ways of addressing the vice. Therefore, the objectives of the present study were: to find the association between sense of competence and academic dishonesty; to establish if there was a connection between self-control and academic dishonesty; to find out the relationship between moral compass and academic dishonesty; to establish the interrelationship between sense of competence, self-control; moral compass and academic dishonesty; and to ascertain if there existed gender differences in academic dishonesty. The study was anchored on three theories namely: general theory of crime; identity development and cognitive dissonance theory. It adopted correlational and explanatory sequential research design. All 4,414 form four students from three selected sub counties in Baringo constituted the accessible population. Purposive, stratified and systematic sampling was carried out to select three sub-counties, 10 schools and 396 respondents (203 female; 193 male). The results from a pilot study featuring 43 students obtained acceptable Cronbach alphas. Descriptive statistics revealed that 12.1% of the respondents had never engaged in academic dishonesty. Results from Pearson Moment Correlation Coefficient found a weak, inverse and significant relationship between: sense of competence and academic dishonesty(r = -0.27, p=.000); self-control and academic dishonesty (r = -0.42, p = .000); moral compass and academic dishonesty (r = - 0.22, p= .000). Standard multiple regression found that the three predictor variables significantly predicted academic dishonesty (F (4,391) = 9.05, p < .001) with the model accounting for 21.7% of variance. Path analysis disclosed that self-control fully and partially respectively mediated the relationship between moral compass, sense of competence and academic dishonesty. Finally, independent sample t-test showed that gender difference in academic dishonesty were non-existent (t (335) = 1.03, p > .05. It was concluded that sense of competence, self-control and moral compass play a key role in predicting one’s engagement in academic dishonesty. It was therefore recommended that all stakeholders come together to foster students sense of competence, self-control together with moral compass which in turn may assist in reducing incidences of academic dishonesty
Selected Psychological Factors as Predictors of Mathematics Achievement among Form Three Students in Public Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2023-10) Wangari, Leah Kaburu; Peter Mwaura; Theresia Kinai
Mathematics is an important subject because it is the foundation of all scientific and technological knowledge which is vital for social-economic development of any nation. But over the years in Kenya and in Nakuru County in particular, the subject has been characterized by dismal achievement as evidenced by low grades attained by students in Kenya Certificate of Secondary Examination (KCSE). This poor achievement may result to loss of opportunities for students, both in their choice of preferred careers and ultimately in their employment. At the societal level, this may lead to inadequate human capital for social-economic development. However, despite this important role mathematics plays in the society, there is little effort in terms of research that has been undertaken to find out factors that influence mathematics achievement in secondary schools in Nakuru County. Therefore, this study was designed to examine perceived mathematics-control, mathematics self- concept and problem-solving strategies as predictors of mathematics achievement. The study objectives were; to determine the relationship between perceived mathematics-control and mathematics achievement, to investigate the relationship between mathematics self-concept and mathematics achievement, to examine the relationship between problem-solving strategies and mathematics achievement, to find out if there are gender differences in perceived mathematics-control, mathematics self-concept and problem-solving strategies and to establish the prediction equation of mathematics achievement in relation to perceived mathematics-control, mathematics self-concept and problem-solving strategies. Theoretical framework was based on self-determination theory. The study used ex post facto research design particularly, correlational design to establish relationship among the study variables. The target population was all form three students in public secondary schools in Nakuru County. Purposive sampling was used to select the study location while stratified sampling was used to select different categories of schools and simple random sampling was used to select the schools and respondents. A sample of 585 respondents was used. Self-report questionnaire for students was used to collect data on demographic factors, perceived mathematics- control, mathematics self-concept and problem-solving strategies. A pilot study was conducted to establish the validity and reliability of the instrument, where 45 students from three secondary schools were sampled. Both descriptive and inferential statistics were used to analyze quantitative data using SPSS. The study hypotheses were tested at α = .05. The results revealed that perceived mathematics- control, mathematics self-concept, problem-solving strategies significantly predict mathematics achievement. Results also revealed that there were significant gender differences in perceived mathematics-control, mathematics self-concept and problem-solving strategies and mathematics achievement in favour of female students. The three variables had a joint significant predictive influence on mathematics achievement in public secondary schools F (3, 584) = 695.63, p < .05). It is recommended that teachers should guide and support students to enhance mathematics-control, mathematics self-concept and problem-solving strategies to improve their mathematics achievement.
Field Dependent - Independent Cognitive styles and Learning Goal Orientation as Correlates of Reading Comprehension Performance among Students in Kiambu County, Kenya
(Kenyatta University, 2023) Kiragu, Teresia Wanjiru; Doyne Kageni Mugambi; Theresia Kinai
The research issue addressed by this study is that for a long time, secondary school teachers in Kenya have primarily ignored the cognitive learning styles of students in their pedagogical strategies. Scholarly efforts to address this problem have focused on factors other than cognitive factors. The study aimed to establish the relationship between Field Dependent-Field Independent cognitive learning styles and reading comprehension performance, to examine the relationship between learning goal orientations and reading comprehension performance, to establish if there are differences in reading comprehension performance of Form Two students with FD and FI cognitive learning styles, to establish if there are differences in reading comprehension performance of Form Two students with mastery and performance goal orientations, to examine if there are gender differences in FD and FI cognitive styles towards reading comprehension performance and to establish if there are gender differences in learning goal orientation towards reading comprehension performance among Form Two students in Kiambu County. The study was anchored on the FD-FI theory of cognitive styles by Witkin (1976) and the achievement goal orientation theory by Elliot & Church (1997). The researcher used a correlation research design. The target population was 8142 Form Two students from 176 public day secondary schools in Kiambu County. Public day secondary schools were selected using purposive sampling, and the students were selected using proportionate stratified sampling and simple random sampling. The sample size was 20 public day secondary schools representing 11%, and 860 students representing 10.6%. The study used three research instruments namely; a modified group embedded figures test, goal orientation questionnaire and an English comprehension test. A pilot study was carried out in two public day schools with a sample of 30 students to establish the reliability and validity of the research tools. Data analysis involved Pearson correlation and t-test testing the research hypotheses using the SPSS program Version 27. The results indicated that there was a positive significant correlation between FD cognitive learning style and reading comprehension score, r (404) = .48, p < .00. The findings also revealed that there was a significant relationship between field independent cognitive learning style and reading comprehension performance, r (452) = .32, p < .01. There was a significant positive relationship between learning goal orientation and reading comprehension performance, r (856) = .14, p < .05. It was established that the mean score difference in reading comprehension performance of respondents with FD and FI cognitive learning styles was statistically significant, t (854) = -2.13, p < .05. The mean difference in reading comprehension performance of respondents with mastery and performance goal orientation was not statistically significant, t (825) = - 1.28, p > .05. The study results indicated that female respondents had a higher mean in FD cognitive learning style than male respondents, while male respondents had a higher mean in FI scores than female respondents. The study recommends that curriculum designers and learning content developers should include cognitive learning styles in learning books to educate secondary school students on the importance of these styles in educational achievement. Teachers, parents, and all other stakeholders should train students on skills required to develop learning goal orientation to enhance reading comprehension performance. Teachers should use diverse teaching methods to cater for cognitive learning styles to improve reading comprehension performance.
Intelligence Beliefs and Task Value Prediction of Form Three Students’ Academic Achievement, Mediated By Academic Engagement, in Meru County, Kenya
(Kenyatta University, 2023) Munanu, Ruth Ncororo; Wawire Chrispus Koinange; Anthony Muriithi Ireri
Academic achievement which is shown by the grades achieved in the examinations, is the most critical outcome of any education system. The research problem of the current study is the declining academic achievement in Meru Count, Kenya. The current study aimed at establishing, prediction of academic achievement by intelligence beliefs and task value, mediated by academic engagement. Implicit theories of intelligence and expectancy-value theories were used to understand the predictions. The research design was convergent parallel mixed methods. The sample was 813 students from 15 public secondary schools. Multistage sampling – purposive, cluster, and random sampling – were used. Collection of quantitative data was done using implicit self-theories scale, task value scale and Engagement versus Disaffection with Learning– Student Report. Qualitative data were collected using focus group interview guide. The researcher sought approval for data collection from Kenyatta University Graduate School, National Commission for Science, Technology and Innovations, and The County Director of Education office Meru County. The researcher liaised with respective principals, and the class teachers who assisted seeking consent of the students and data collection. Data were collected, coded, fed into the computer, and analyzed using SPSS version 25. Regression analysis was used to test the hypotheses. Intelligence beliefs and task value had positive statistically significant prediction on academic engagement and on academic achievement. Academic engagement strongly correlated with academic achievement. Exploratory analysis using independent sample t-test, Analysis of Variance, and post hoc analysis revealed gender differences with regard to all the study variables in favour of males. Differences among the variables by school type in favour of the national schools, the second being extra-county, while county and sub-county schools held third and last position respectively. There were age differences in all the study variables in favour of the youngest category. The study recorded strong mediational role of academic engagement in the prediction of academic achievement. The level of significance was α <.05. The quantitative findings were presented in tables, while qualitative data were analyzed thematically. Interpretation and discussions of the results were made, followed by conclusions and recommendations. The recommendation were that all stakeholders in education should promote positive intelligence beliefs and task value in effort to increase students’ academic engagement of secondary school students which would in turn enhance their academic achievement.
Emotional Self-Regulation and Risk Taking Behaviour as Predictors of Academic Achievement among Form Two Students in Nairobi City County, Kenya
(Kenyatta University, 2023) Wakanyi, Kimani Patricia; Philomenah Ndambuki; Samuel Mutweleli
Teachers Burnout, Workload Stress and Perceived Self-Efficacy as Correlates of Job Satisfaction in International Schools in Nairobi City County, Kenya
(Kenyatta University, 2023) Kanja, Joan Mukami; Tabitha Wangeri; Cecilia Mwangi
Despite overwhelming evidence of the prevailing challenges affecting teachers’ job satisfaction worldwide, teachers in international secondary schools are underrepresented in the existing studies. This study investigated whether job burnout syndrome, workload stress, and perceived self-efficacy were correlates of job satisfaction among teachers in international secondary schools in Nairobi, Kenya. The study was supported by Adams Equity Theory and Bandura’s self-efficacy theory. The study adopted a convergent parallel mixed methods research design. Nairobi City County was purposively selected as the study area due to its highest concentration of international secondary schools in Kenya. Selection of schools was be done through systematic random sampling, while teachers were randomly sampled. The principals and deputy principals were purposively selected to provide additional crucial data. Quantitative data were collected using closed ended questions adapted from Oldenburg Burnout Inventory, Teacher Workload Survey scale, Teacher Sense of Self-Efficacy scale and Job Satisfaction Survey scale, while qualitative data were collected using the tools’ open-ended questions, and key informants’ interview guide. A pilot study involving 40 teachers was conducted prior to the main study. The quantitative data were analysed using both descriptive statistics and inferential tests. Hypotheses were tested at p = .05 using Pearson’s Product Moment Correlation coefficient, and multiple regression. Qualitative data were analysed thematically. The findings revealed a significant negative relationship between teachers’ burnout and job satisfaction (r (366) = -0.18, p < .05), and a significant negative relationship between teachers’ workload stress and job satisfaction (r (366) = -0.19, p < .05). Teachers’ perceived self-efficacy had a significant positive relationship with job satisfaction (r (366) = -0.56, p < .05). Similarly, teachers’ job satisfaction had significant positive correlations with teachers’ perceived self-efficacy in: students’ engagement (r (366) = 0.52, p < .05); instructional strategies (r (366) = 0.54, p < .05), and classroom management (r (366) = 0.58, p < .05). The regression model for predicting job satisfaction from teachers’ burnout, workload stress and perceived self-efficacy was significant (F =3, 364) = 67.36, p < .05). Only workload stress and self-efficacy were significant predictors of job satisfaction. In addition, the model with the moderation effect of teachers’ gender, age, and years of experience how teachers’ burnout syndrome, workload stress, and perceived self-efficacy related with job satisfaction was significant (F (4, 286) = 33.11, p < .05). However, the moderator variables did not make any significant contribution in the prediction of job satisfaction. It was recommended that in order to improve the job satisfaction levels among teachers in international secondary schools, interventions should target reducing teachers’ workload stress and improving their perceived self-efficacy in learner engagement, instructional strategies, and classroom management.

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