MST-Department of Educational Psychology
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Item Grade Retention, Academic Self-Concept, and Parental Involvement as Correlates of School Disengagement among Grade Five Pupils in Bong County, Liberia(Kenyatta University, 2024-04) Jolokleh, Isaac GbadehDespite its far-reaching societal implications, school disengagement remains a contentious and hotly debated educational topic in Liberia. There has been little research on the psychological aspects that may influence pupils' academic achievement, and these psychological variables have mostly been blamed on school disengagement.Therefore, this study was intended to ascertain the correlation between grade retention, pupils' academic self concept and involvement of parents and pupils' disengagement from primary school in Bong County, Liberia.The theoretical framework for the study was grounded in Erik Erikson's Psychosocial Theory of Development, Carl Rogers' Self-concept Theory, and the Parental Involvement Theory of Hoover-Dempsey and Sandler. This study employed a correlational research design, and targeted 636 grade fivepupils and 636 parents. Five public primary schools were selected through proportionate sampling, and the sample was drawn using a simple random sampling method to select 246 grade five pupils and 242 parents who participated in the study. Liu and Wang's academic self-concept and parental involvement instruments were utilized for the collecting of data. The researcher collected data with the use of questionnaires with 35 items for the pupils and 17 items for parents using standard scales. A pilot study was conducted to validate and ensure the reliability of research instruments.In order to analyse and characterize the data, descriptive and inferential statistical techniques were utilized in the Statistical Package for Social Sciences (SPSS) version 25.Results were displayed with the use of frequency tables. The results indicated a relationship between grade retention and child's school disengagement (r = .63, p = .01); results also revealed a correlation (r = .74, p = .01) between pupil’s academic self-concept and school disengagement, and results showed parental involvement and pupil’s school disengagement was a positive but non-significant correlation (r (488) = .27, p > .05). The study key recommendation was that teachers should use alternative teaching methods, such as tailored remedial programmes. Retention should only be used as a final resort when previous efforts have failed. Additionally, it was suggested that administrators at schools should encourage parents to closely monitor and participate in the education of their children. The study was significant to educators and school administrators because they couldutilize the findings to encourage parents to be involved in their children's education. Policymakers could also use the results to develop strategies that support initiatives which boost academic achievement and help learners develop a good academic self-concept.Item Emotion Regulation Ability and Resilience as Correlates of Teachers’ Job Burnout and Satisfaction in Public Secondary Schools in Kajiado County, Kenya(Kenyatta University, 2024-11) Masidza, Yoland CheronoResearch has indicated high prevalence of job burnout and discontentment among the teaching personnel in Kenyan secondary schools, which is associated with low morale, low commitment and mass exodus of teachers. The situation merits fair attention, as unchecked burnout and low satisfaction has adverse effects on teachers, students, parents, teachers’ well-being, the teaching career itself and the country’s education system at large. The extant literature shows the importance of personal resources like resilience and emotional regulation ability on teachers’ well-being in regard to both burnout and job satisfaction. However, there is a dearth of research focusing on this area in Kenyan context. While studies in Kajiado County have reported on burnout and low job satisfaction among secondary school teachers, few have focused on resilience and emotional regulation ability as the potential predictors. Hence, this research purported to establish the predictive role of teacher emotional regulation ability and teacher resilience on teachers’ job burnout and job satisfaction among secondary school teachers in Kajiado County in Kenya. The job demands-resources model formed the theoretical ground for this investigation. The target population constituted all the 720 secondary school teachers in 70 public secondary schools in Kajiado County. Two hundred and ninety-eight teachers (298) were randomly selected as a sample and the research design was correlational. Pilot testing of the instruments was done using 40 teachers from one public school that was exempted from the study sample. The Maslach Burnout Inventory- Educators’ Survey, Job Satisfaction Survey, Brief Resilience Scale and Cognitive Emotional Regulation Scale was adapted to collect data. The collected data was coded for statistical analysis using SPSS version 20. Descriptive and inferential statistics were used to analyze data. Descriptive statistics were displayed in tables and figures. Inferential statistics, that is, Pearson’s coefficient, and regression analysis were utilized to test hypotheses and an Alpha of 0.05 was set for all hypotheses. The results showed that emotional regulation ability and job burnout of teachers were negatively and significantly associated (r (285) = -0.2, P = 0.01). In addition, emotional regulation ability indicated a positive and significant correlation (r (285) = 0.18, P = 0.003) with job satisfaction of teachers. The study also demonstrated a negative and significant correlation between teacher resilience and job burnout of teachers (r (285) = -0.31, P = 0.00). Unexpectedly, the results showed a negative and non significant correlation between teacher resilience and job satisfaction (r (285) = - 0.08, P = 0.17). In conclusion, the study suggests that enhancing emotional regulation ability could help reduce job burnout and increase job satisfaction among secondary school teachers. Similarly, improving teacher resilience could lead to reduced burnout among teachers. This study also recommend that guidance and counseling programs for teachers should focus on developing personal resources like emotional regulation ability and resilience to mitigate job burnout and enhance job satisfaction.Item Learning Styles and Self Efficacy as Predictors of English Performance among Form Three Students in Kwale County, Kenya(Kenyatta University, 2024-10) Wanyonyi, Mercyline AidahEnglish performance in Matuga Sub County has been fluctuating over the years. Due to the low levels of English performance, this study sought to establish the preferences of learning styles and self-efficacy in predicting the performance of English. The study objectives were; to examine the relationship between auditory learning styles and the performance of English among students in secondary schools, to examine the relationship between visual styles of learning and students’ English performance in secondary schools, to establish the link between students’ English performance in secondary schools and kinesthetic learning style, to establish the link between self efficacy and the students’ English performance in secondary schools and to come up with a prediction equation for English performance from learning styles and self-efficacy. This research was guided by the Social Cognitive Theory by Bandura and VAK Learning Model by Fleming. A correlational research design was utilized to give insights to the correlation existing between English performance achievement, self-efficacy and perceptual learning styles. This research was done in Matuga Sub County among form three students. A total of 150 form three students from eight secondary schools were randomly chosen to make up the sample. To determine which schools would be included in the study, a stratified sampling technique was utilized. Moreover, to select schools and students within the subgroups simple random sampling was deployed. Questionnaires were administered to students to gather information related to learning styles and self-efficacy. Learner’s performance in English was determined through examination marks. In the analysis of data, Pearson’s correlation and multiple regression techniques were utilized. The findings indicated that there existed a positive and significant correlation between auditory learning styles and the students’ performance in English, r (143) = .23, p < .05. That there was the existence of a positive and significant relationship between the students’ English performance and visual learning styles, r (145) = .46, p < .05. That there was significant and negative correlation between kinesthetic styles of learning and English performance, r (145) = -.454, p < .05. The results further revealed there existed a positive and significant relation between and the students’ English performance and self-efficacy, r (145) = .66, p < .05. Besides, it was determined that there was the existence of a fairly strong positive relation between visual learning style, auditory learning style, kinesthetic learning style, self-efficacy, and the students’ English performance, R = .74. The R square value showed that visual learning style, kinesthetic learning style, auditory learning style and self-efficacy accounted for a total variance of 55% in the students’ English performance. The research recommends that school administrations with the help of class teachers should identify the preferred learning style for each student and come up with ways of helping the students to improve and enhance their self-efficacy for better performance in English.Item Psychological Capital and Learners’ Autonomy as Predictors of Academic Achievement among Form Three Students in Mombasa County, Kenya(Kenyatta University, 2024-11) Ndonye, Maria LynnetteAcademic achievement in Kenya plays an integral role in the life of a student. It is measure of what the student has learnt in a school environment and consequently it is used as a criterion for promotion and placement to higher levels of learning. Despite this, Mombasa County has continued to register low academic achievement. This is a worrying trend because these students miss out on the opportunities for both personal and national development. Although studies have investigated the low academic achievement in Mombasa County, little attention has been given to psychological capital and learners’ autonomy as predictors of academic achievement. This study aimed to examine the predictive role of psychological capital and learners’ autonomy on academic achievement. Specifically, the study aimed to find out the relationship between psychological capital and academic achievement. It also aimed to establish the relationship between learners’ autonomy and academic achievement. It further aimed to find out the gender differences in psychological capital and learners’ autonomy among the students. Finally, it aimed to establish the predictive value of psychological capital and learners’ autonomy on the academic achievement of form three students. It was supported by psychological capital model proposed by Luthan and Zimmerman’s model for self-regulated learning. The study adopted a correlational research design and it targeted all the 2488 form three students in the 15 public secondary schools in Mvita Subcounty in Mombasa County, Kenya for the year 2023. The sample consisting of 413 learners sampled from 9 schools, was selected using purposive, stratified and simple random sampling. School Psychological Capital Questionnaire was used to measure the psychological capital variable while Autonomous Learning Scale was used to assess the learners’ autonomy variable. Data on students’ academic achievement was obtained from the school academic records. Data was analyzed using descriptive as well as inferential statistical procedures with aid of Statistical Package for Social Sciences (SPSS) version 25. Regression analyses revealed that psychological capital significantly and moderately predicted academic achievement, F( 4,372) = 44.45, p< .05. On the overall, a strong and significant link among psychological capital, learners’ autonomy was established. R square value was 0.74 which implied that 74% variance in achievement could be attributed psychological capital and learners’ autonomy. Efficacy, forethought and self reflection subscales had the highest predictive weights on academic achievement. The study recommended that parents and teachers should support the learners to develop and nurture psychological capital and autonomous learning strategies that are necessary resources for academic excellence.Item Peer Relationships and Academic Motivation as Correlates of Academic Achievement among Form Three Students in Murang’a County, Kenya(2024-05) Kinjaga, Lucy GathigiaThe trend of academic achievement in Murang’a County has been worrying as it has remained poor for a number of years. The purpose0of this study was0to examine peer relationships and academic motivation as correlates of academic achievement among form0three0students in Mathioya Sub County, Murang’a County. The objectives of the study were to: establish the link between peer relationships and academic0achievement of form three students, determine the relationship0between students’ academic0motivation0and academic achievement, establish the link between peer relationships and academic motivation of form three students and also to establish if gender differences existed between students’ academic performances. This research adopted the Social Learning Theory by Bandura (1977) and the Self- Determination Theory by Deci and Ryan (1985). A correlational research design was adopted. Purposive0sampling0was used to0select0Mathioya Sub-County in Murang’a County. Stratified sampling technique was used to group the schools into three categories i.e. boys boarding, girls boarding and co-educational secondary schools, and finally simple0random0sampling was used to get the research participants from the sampled schools. The research population comprised of all 2614 form three students in the 32 public secondary schools in Mathioya Sub- County in the year 2023. For data collection, three tools were used namely: Academic Motivation Scale (AMS) high school version by Vallerand et al. (1992) to collect data on academic motivation, peer relationships scale developed by Terzian, A.M. (2012) to collect data on peer relationships and a proforma summary of students’ academic results to collect data on academic0achievement0of the students for the end of term one 2023 examination. Thirty four students were selected from one of the schools in the study location to take part in the pilot study. These students, however were not used to participate in the actual study. Statistical Package for Social Sciences (SPSS) version 22 was0used to analyse the0quantitative0data that were collected. Multiple regression and t-test for independent samples were used to analyze the data and the results obtained presented in tables. Finally conclusions and recommendations were made based on the outcome of the analysed data. The study found that peer relationships and academic motivation positively and significantly correlated with the academic achievement of form three students in Mathioya sub-county, Murang’a County. The study also found significant relationship between peer relationships and academic motivation of the students. In addition, the study outcomes revealed that there were statistically significant gender differences in the academic achievement of form three students in Mathioya sub-county, Murang’a County. An important0implication and recommendation0of the study was0that0teachers, parents and all the educational stakeholders should work together to encourage positive peer interactions among learners which will go a long way in boosting their levels of motivation and by extension improve their academic achievement.Item Academic Optimism, School Anxiety, and Fear of Failure as Antecedents of Academic Achievement among Form Three Students in Kitui County, Kenya(Kenyatta University, 2024-05) Muimi, Dorcas MutanuSecondary schools in Kenya have been recording poor grades in national examinations in the last five years (2017-2021). This poor performance is worrying because it limits students from joining higher institutions of learning alongside securing jobs in the competitive market. Research has associated poor academic achievement with contextual and psychological factors. This study intended to examine students' academic optimism, school anxiety, and fear of failure as antecedents of students' academic achievement. The primary objective was to ascertain the existence of a correlation between academic optimism, school anxiety, fear of failure, and academic achievement. The predictive weight of academic achievement was also determined given academic optimism, school anxiety, and fear of failure. Martin Seligman’s theory of optimism, theory Albert Bandura’s social cognitive and Birney and Teevan’s fear of failure theory were used to guide this study. The research used an ex post facto research design, and was conducted in Kitui County, Kenya. This research targeted the entire form three students in government sponsored schools in Kitui County in 2023. The sample consisted of 400 students in form three who were chosen from 10 different schools. The schools and participants were selected through purposive and stratified sampling procedures. Simple random technique was also used. Student’s academic achievement was inferred from their end of term 2, year 2023 examinations scores. Piloting of the study was done using 20 form three students in schools within Kitui County. The study used descriptive and inferential statistical procedures to analyze the data. Specifically, it used Pearson’s Product Moment Correlation Coefficient, Multiple regression and ANOVA. Results from the analysis revealed that student’s academic optimism had a positive significant relationship with academic achievement (r (386) = 0.12, p < 0.05). On the other hand, school anxiety and fear of failure had a significant negative relationship with academic achievement (r (386) = -0.24, p< 0.05); (r (386) = -0.15, p< 0.05) respectively. School anxiety was found to be the best predictor of academic achievement scores followed by academic optimism which had a significant and positive predictive value β = -0.22, t (386) = -3.96, p < .05 and β = 0.13, t (386) = 2.72, p < .05 respectively. Findings on exploratory analysis reported that student’s academic optimism, school anxiety and fear of failure varied by school type. This study may benefit educational policymakers by providing them with insights on developing educational practices that make a school a more pleasant environment for its studentsItem Psychological disengagement and causal attributions as correlates of academic achievement among form three students in Kiambu County, Kenya(Kenyatta University, 2024-06) Njuguna, Winnie WamaithaThis study investigated the reasons learners provide for their outcomes and whether psychological disengagement and causal attributions correlate with academic achievement in Lari Sub-County, Kiambu County. The study was motivated by the need to understand the cause of persistent low performance in Kiambu County. Dismal performance has been witnessed in the county over recent years, hence the reason for carrying out the study and investigating the problem. The study's main objective was to determine if psychological disengagement and causal attributions correlate with academic achievement. The study was significant in helping the researcher determine whether psychological disengagement and causal attributions correlate with academic achievement. Gender differences in psychological disengagement and causal attributions were tested. The research was guided by self-worth motivation theory and Weiner's model of achievement attributions. A correlational research design was employed in the study. The study population consisted of ten schools with 3735 (2139 girls and 1596 boys) students, which were selected using a stratified sampling technique. A sample of 360 participants was selected using simple random sampling. The schools were categorized based on their status as either extra-county, county, single, or coeducational. The research instruments included the Intellectual Engagement Inventory scale and Multidimensional Multi-Attributional Causality Scale, piloted using 25 students. Reliability was tested by computing Cronbach's alpha coefficient (α). The statistics tests used include Pearson’s product-moment correlation coefficient, independent t-test, and multiple regression. The hypothesis was tested at α = 0.05. The study found a significant negative correlation between psychological disengagement and academic achievement (r (352) = -.14, p > .05). Further, the dimensions of psychological disengagement were tested individually, and results showed a significant negative correlation (r (352) = -.0.8, p <.01) and (r (352) = -.13, p <.01) between devaluing and academic achievement and discounting and academic achievement respectively. There was a significant positive correlation between causal attributions and academic achievement (r (352) = .93, p <.05). Gender differences in psychological disengagement were found to be statistically significant (t (351) = -2.48, p < .05) while no statistically significant gender differences were found in causal attributions (t (351) = .31, p >.05). Psychological disengagement was found to have a significant predictive weight on academic achievement ỹ = 62.43 -.63 - .12 (R2 = .02) p < .05, thus 2% of the differences in academic achievement could be attributed to students' psychological disengagement. However, causal attributions had no significant predictive weight on academic achievement ỹ = 50.57 -.01 (R2 = .00) p < .05. In conclusion, the significant predictive weight of psychological disengagement on academic achievement implies that measures should be put in place to support learners become more actively engaged in the learning process. Therefore, the study recommended that all stakeholders in education should implement interventions and measures that support learners in adopting healthy behaviours needed to succeed academically.Item Academic Resilience and Motivation as Correlates of Academic Engagement among Form Three Students in Meru County, Kenya(Kenyatta University, 2024-03) Muriuki, Purity GatwiriAcademic engagement refers to the energy which the student employs within his/her learning community. It emphasizes on the good characteristics of students that are associated with academic performance, retention in school, and completion. Strikes, property damage, absenteeism, and school dropouts in Meru County may be signs of lack of academic engagement. The study’s objectives focussed on establishing the correlation between academic resilience, motivation and academic engagement and determining the degree to which academic motivation and resilience predict academic engagement. It also sought to determine whether there were any differences in gender based on academic resilience and motivation. The study’s theoretical basis was formed by self-determination (Deci & Ryan 1985) and ecological systems (Bronfenbrenner, 1979) theories. It employed a predictive correlational study design. A sample constituting of 341 students (boys = 180 and girls = 161) from the population of form three students attending public schools in Imenti North Sub County, Meru County, was chosen. The sampling techniques employed to select the schools include stratified and purposive. The participants from the sampled schools were selected proportionately and randomly. An adapted questionnaire which composed of academic resilience scale, academic motivation scale and student engagement measure was utilised to collect data. Piloting was carried out to confirm whether the research instruments adapted were valid and reliable. Statistical Package for Social Sciences (SPSS) was used in analysing data. Pearson product moment correlation, t-test for independent samples and multiple regression analysis techniques were applied to test the null hypotheses. Academic resilience, motivation, and engagement had a strong positive relationship. There was no significant gender difference in academic resilience. Both intrinsic and extrinsic motivation varied significantly across genders. The difference in amotivation between respondents based on their gender was not significant. The main recommendation of this study was that educators, parents, guardians and other interested parties should strive to equip the students with the right skills in order to develop their academic resilience and motivation, which have been found to support students’ academic engagement.Item Mattering and Perceived Teacher Support as Correlates of School Life Satisfaction among Form Three Students in Murang’a County, Kenya(Kenyatta University, 2024-05) Kihia, Paul MbatiaThis study focused on whether mattering as well as perceived teacher support were correlates of school life satisfaction among form three students in Murang’a County, Kenya. The students across the country had continued to portray behaviors aligned to dissatisfaction with school life like strikes, rioting and burning of school properties which necessitated a research on school life satisfaction among students. The study had four objectives: to establish the relationship between mattering and school life satisfaction, to identify the relationship between perceived teacher support and school life satisfaction, to find out how mattering as well as perceived teacher support predict school life satisfaction, and to establish relationship between mattering and perceived teacher support on school life satisfaction among form three students in Murang’a County. Grounded on the theory of mattering and marginality as well as Tardy’s model of social support, the study adopted a correlational research design. Despite targeting all form three students in Murang’a County, only 4,383 form three students in Kahuro Sub County were accessible with 452 students selected for the study through simple random sampling technique. A self-report questionnaire was filled by the participants made up of adopted versions of General Mattering Scale, Teacher Support Scale and Students Life Satisfaction Scale. A pilot study involving 45 students from an extra county school determined the reliability and validity of the research tools. The Statistical Package of Social Sciences (Version 21) was used to analyze data and hypotheses tested at α=0.05. Correlational analyses revealed significant positive low correlations for both mattering (r (444) = .28, p < .05) and support perceived from teachers (r (444) = .24, p < .05) with school life satisfaction. The regression model for predicting school life satisfaction from both mattering and perceived teacher support was significant (F (2, 443) = 28.44, p < .05) with mattering making a larger predictive value (β = .24, p < .05) than support from teachers (β = .19, p < .05). The model yielded R2 = .11 implying that both predictors accounted for 11 percent variance in students school life satisfaction. Thus school life satisfaction increased with both mattering and perceived teacher support. The findings key implication is that policy makers and educators need to present students with educational experiences that enhance mattering and perceived teacher support in efforts aimed at enhancing satisfaction with school life.Item Behaviour Support Strategies and Learner’s Emotional Intelligence as Correlates of Disruptive Behaviours Among Form Two Students in Nairobi City County Kenya(Kenyatta University, 2024-04) Mogoi, Everlyn NyasaniIt is estimated that about 20% of secondary school students display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. The aim of this study, was to investigate the correlation between behaviour support strategies, emotional intelligence and disruptive behaviours among form two students in Dagoretti Sub County. From the literature reviewed, it is clear that disruptive behaviour may be attributed to punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. Studies on the relationship between self-control, adaptability and disruptive behaviours have mainly been conducted in developed countries leaving a gap in the local context. The study was based on Problem Behaviour Theory by Jessor (1987), and Emotional Intelligence Theory by Mayer and Salovey (1990). To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. The study used mixed-method data collection technique to collect both quantitative and qualitative data. This study primarily utilised structured questionnaires that included behaviour support strategies questionnaire by Webster (2001), which was used to collect data on behaviour support strategies among teachers, the emotional intelligence scale developed by Singh (2004), and the disruptive behaviour questionnaire developed by Karimy et al. (2018), which were used to collect emotional intelligence, and disruptive behaviour among students respectively. The researcher also used self-constructed interview schedule to collect qualitative data from the guidance and counselling teachers. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyse quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson Product Moment Correlation coefficient was employed to test hypotheses. Qualitative data were analyzed and presented thematically. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = - .29, p < 0.05. The findings of this study may provide an empirical basis for resolving disruptive behaviours among secondary school students. The results may provide useful information to all stakeholders on the factors associated with disruptive behaviours among secondary school students.Item Academic motivation and achievement emotions as predictors of self-regulated learning among form three students in Nyeri County, Kenya(Kenyatta University, 2024-04) Bundi, Rosalyne KaruanaIneffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.Item Academic Engagement and Grit as Correlates of Academic Burnout among Form Three Students in Nyandarua County, Kenya(Kenyatta University, 2024-07) Gichomo,David GiitaAcademic burnout is a condition that arises from students’ feeling of exhaustion and incompetence in academics. The academic burnout might be due to multiple factors such as school assignments, continuous assessment tests among other examinations. These may lead to academic disinterest and students’ unexplained absenteeism. This study intended to establish the relationship between academic engagement, grit and academic burnout among form three students in Kipipiri Sub-county in Nyandarua County, Kenya. Students experiencing academic burnout may face maladjustment that may seriously affect their academic path. Students in Nyandarua County secondary schools experience academic burnout. The aim of this study therefore, was to determine the relationship between academic engagement and academic burnout and to establish the relationship between academic grit and academic burnout. Further, the study sought to establish the prediction equation for academic burnout from academic engagement and academic grit. Work engagement theory and grit theory were used to guide this study. Correlation research design was employed. Form three students were the target population 1,152 (572 boys and 580 girls) from 8 secondary schools in Kipipiri Sub-county. The sampling methods that were used in the study are purposive sampling, proportionate sampling and simple random sampling. The sample comprised of 349 participants from 8 secondary schools. Research tools used consisted of the Utrecht work engagement scale meant for students, academic grit scale and the academic burnout scale. A pilot study was carried out using 36 students selected randomly in one of the schools within Kipipiri Sub-county. To ascertain validity of the research instrument, the researcher presented them to expert (supervisors) for scrutiny. Cronbach’s alpha coefficient was used to ascertain the reliability of the research instruments. Statistical Package for Social Science (SPSS version 25) was used to compute inferential and descriptive statistic. The study established that there exists a significant negative relationship between academic engagement and academic burnout. r(345) = -.68, p< .05. It was also established that there exists a negative and significant relationship between grit and academic burnout, suggesting that, the higher the academic grit, the lower the academic burn out and vice versa. , r (345) = -.76, p< .05. It was established that both grit and academic engagement had a joint negative and significant predictive value on academic burnout among form three students in Kipipiri Sub County. R obtained was 0.59 which suggests that 59% variance in academic burnout is explained by grit and academic engagement. The study recommends that teachers should come up with guidance programs and other more relevant interventions to help students boost their academic engagement and grit in order to reduce academic burnout.Item Learning Approaches and Grit as Predictors of Chemistry Achievement among Form Three Students in Kisii County, Kenya(Kenyatta University, 2024-01) Nyasimi, EzraKenya aims to be an industrialized country by the year 2030. This can be realized by improving achievement in science related subjects chemistry being one of them. The knowledge and practical skills regarding purification, analysis, preparation and separation of chemical substances obtained from the study of chemistry play a critical role in innovations and technological development. Despite the crucial role, majority of secondary school students in Kisii County continue to register below average grades in this subject. A research focusing on grit and learning approaches may provide new ways of improving chemistry. The study's specific objectives were to: establish the relationship between learning approaches and chemistry achievement; find out the relationship between grit and chemistry achievement; test for gender differences in learning approaches and grit in relation to chemistry achievement; determine the predictive weight of learning approaches and grit on chemistry achievement. Framed around the learning approaches model and grit theory, a correlational research design was used with a target population of 3,320 form three students in 27 public secondary schools in Etago Sub-County in the year 2023. Purposive sampling was used to select Etago sub-county and form three class students taking chemistry. Stratified sampling technique was adopted to select the schools while simple random sampling was used to select students who participated in the study. The study was carried out in six public secondary schools using a sample size of 446 students. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results revealed a moderate significant positive correlation between learning approaches and chemistry achievement, r (433) = .58, p< .05. There was a significant positive correlation between grit and chemistry achievement, r (433) = .65, p < .05. The result further indicated that there were no statistically significant gender differences in learning approaches and grit in relation to chemistry achievement. Learning approaches and grit significantly predict chemistry achievement, F (2,433) = 133.96, p < .05. The moderation between learning approaches and gender and grit and gender accounted for 5% variance in chemistry achievement .Change in R square was statistically significant ΔR2 = .05 p < .05. Gender does not significantly moderate the prediction of chemistry achievement from learning approaches and grit. Based on the findings, the study recommends that chemistry teachers should enhance the use of effective teaching aids to boost interest and perseverance (grit) and effective learning approaches during chemistry learning for better achievement in the subject.Item Psychosocial Home and School Factors as Correlates of Biology Performance among Form Three Students in Public Schools in Kilifi County, Kenya(Kenyatta University, 2024) Kabugu, Joaninah WangeciKnowledge of Biology is important, not only for understanding our lives, but also for pursuing further studies in in related disciplines like medicine and agriculture. Performance in the subject in Kenyan public secondary schools has been low over the years and this has prompted studies into some of the predicting factors for this biology performance. This research aimed at determining the interrelationship between psychosocial home and school factors and biology performance among form three students in public secondary schools in Kilifi County. The study objectives included finding out: the connection between parental involvement, school factors and biology performance, gender differences in parental involvement and performance in Biology; and the interrelationship between school factors and parental involvement and students’ performance in Biology. Cognitive Theory of Development by Jean Piaget (1936) and the Framework of Parental involvement by Norman Epstein (2002). Descriptive and correlational designs were used where a sample of 322 participants were selected from a population of 1535 students and teachers. Stratified random, simple random, Purposive sampling was used to select Biology teachers, form three class as well as the 10 public secondary schools. Data was collected from students and teachers using the parental involvement tool and a teacher questionnaire. The study incorporated content validity which was established through expert opinion. Instrument reliability was achieved using split half method where a Cronbach’s alpha reliability coefficient of 0.7 was realized. Data from students Biology performance were obtained through document analysis. The Statistical Package for Social Sciences (SPSS) version 26.0 was used. The researcher used both descriptive and inferential statistics including independent samples t-test, Pearson product moment correlation analysis, and multiple regression. Psychosocial home factors and school factors were found to significantly correlate positively with biology performance. There were significant gender differences in biology performance, and parental involvement and school environment were found to significantly affect student performance in biology. Parental support and school environment may need to be continuously enhanced coupled with government interventions. Studies utilizing other designs, contexts and general learner performance may be required for further knowledge in this subject.Item Achievement Motivation and Metacognition as Predictors of Mathematics Achievement among Form Three Students in Busia County, Kenya(Kenyatta University, 2024-06) Okaka,Brian MukaniA significant number of KCSE candidates in Busia County have been performing below average in mathematics. Studies have been conducted in different counties in Kenya on the factors that may be associated with poor performance in mathematics in national examinations. However, despite the efforts that have been made, this is yet to be satisfactorily addressed. In Busia County, achievement motivation, metacognition as predictors of mathematics achievement have received little attention. This study sought to examine achievement motivation and metacognition as predictors of mathematics achievement in order to come up with a model that can be used to predict mathematics achievement. The specific objectives were; to examine the relationship between achievement motivation and mathematics achievement, to find out the relationship between metacognition in mathematics and mathematics achievement, to examine if there were gender differences between achievement motivation and metacognition on mathematics achievement, and to determine the predictive weight of achievement motivation and metacognition on mathematics achievement among form three students. This study was based on two theories namely; achievement theory of motivation by McClelland (1985) and model of cognitive monitoring by Flavell (1976). Quantitative research methodology was adopted with a correlational research design. The target population for this study was 5395 Form three students in 28 public secondary schools in Samia Sub-County. Purposive sampling, proportionate sampling, and simple random sampling techniques were used to select the participants. A sample size of 361 students was selected from a target population of 5395. Academic motivation scale, metacognition scale, and mathematics achievement score sheet were used to collect data. Pilot study was conducted among 30 students in one public secondary school in Samia Sub-County to establish the validity and reliability of achievement motivation and metacognition scales. The researcher conducted a number of descriptive statistics such as mean, percentage, and standard deviation to describe the study variables. Inferential statistics was used to test the research hypotheses. Results revealed that achievement motivation score had a strong, positive and significant relationship with mathematics achievement, r (346) = .76, p < .05. Metacognition also had a positive and significant relationship with mathematics achievement, r (346) = .52, p < .05. The results on metacognition revealed that the mean differences between male and female students were statistically significant, t (2, 344), p <.05. On achievement motivation score, the results revealed that the mean differences between male and female students were statistically significant, t (2, 344), p < .05. R square value was .70 which indicates that 70% of the variance in mathematics achievement among form three students in Busia County is jointly influenced by achievement motivation and metacognition. The study recommends that teachers and curriculum developers should include and improve ways of enhancing achievement motivation and metacognition like enquiry based learning in their teaching methodologies and in the school curriculum to ensure that it works for the benefit of the students in learning mathematics and better achievement in the subject.Item Psychological Capital and Job Satisfaction as Predictors of Teacher Turnover Intention in Public Secondary Schools in Garissa County, Kenya(Kenyatta University, 2024-05) Barre, HassanTeachers’ turnover intention can have a devastating impact on the quality of education. Educational statistics from Education International (2019), show that approximately 45% of teachers want to leave teaching profession in Kenya. The situation is dire in some counties like Garissa County where a high turnover rate of approximately 60% among secondary school teachers has been reported by the TSC. High turnover intention which is a precursor to actual turnover has been reported in Garissa County. For instance, in IJara Sub-County 40-62% of secondary school teachers seek transfers every year. Findings from previous studies show that psychological capital and job satisfaction play a vital role in reducing turnover intention among the teachers. Despite these findings, there is a dearth of studies linking the two predictors to secondary school teachers’ turnover intention in Garissa County. In view of this, the current study examined teacher psychological capital (PsyCap) and job satisfaction as predictors of turnover intention among secondary school teachers in Garissa County. The study was guided by the following objectives: to establish the relationship between psychological capital and teacher turnover intention, to establish the relationship between job satisfaction and teacher turnover intention, to determine the prediction of teacher turnover intention from the teacher psychological capital and job satisfaction, and lastly to establish gender differences on teacher psychological capital, and job satisfaction. The study was anchored on Herzberg motivation theory (Herzberg et al., 1959), and conservation of resources theory (Hobfoll, 1998). A correlational research design was utilized. The study’s target population was 239 teachers in all the 33 public secondary schools in Garissa County. The accessible population was 85 teachers from Ijara Sub-County in Garissa County from which a sample of 80 teachers was drawn to take part in this study. Three sampling methods, namely, purposive, stratified random sampling and simple random sampling was used. The researcher used a sample of 10 teachers drawn from one public secondary school to pretest the questionnaires to ascertain the reliability and validity. Questionnaires were used to collect data. Demographic data was analyzed using descriptive methods. Testing of hypotheses was done through the use of inferential techniques including Pearson Correlation, independent sample t-test and regression. The results showed a significant moderate negative correlation between overall psychological capital and teacher turnover intention (r(77) =-.30, P = .00). All the dimensions of psychological capital were negatively correlated with turnover intention but only the correlations for hope (r (77) =-.35, P = .00) and optimism (r (77) = -.37, P = .00) were significant. Also, a significant strong negative correlation between job satisfaction and teacher turnover intention was found (r (77) =-.75, P = .00). Both dimensions of job satisfaction had significant negative correlations with turnover intention with the positive aspect (r (77) =-.49, P = .00) having a stronger correlation than the negative aspect(r (77) =-.72, P = .00). Regression analysis revealed that the model for predicting teacher turnover intention from both job satisfaction and psychological capital was significant (F (2, 75) = 50.45, p< .05). Unexpectedly, psychological capital contributed positively to prediction of turnover intention (β =.08, t = .93, p = .36). However, the most important finding was that job satisfaction contributed negatively to prediction of turnover intention (β =-79, t = -9.21, p = .00). Lastly, the study found that the means of male and female respondents did not significantly differ from each other in all the three variables. These findings suggested that increasing and developing psychological capital traits especially, hope and optimism among teachers will lead to with a reduction in their intention to leave. Also, increasing teachers’ job satisfaction will lower their turnover intentions. The findings of the present study also suggested that job satisfaction was the most important predictor of turnover intention and that gender opinions did not impact teachers’ level of psychological capital, job satisfaction and turnover intention. Therefore, the study recommends the development of interventions targeted at increasing Psychological Capital and job satisfaction among teachers to reduce turnover intention and consequently actual turnover.Item Academic motivation and achievement emotions as predictors of self-regulated learning among Form three students in Nyeri County, Kenya(Kenyatta University, 2024-04) bundi, Rosalyne karuanaIneffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.Item Academic Motivation and Self- Efficacy as Predictors of Academic Performance among Form Three Students in Kitui County, Kenya(Kenyatta University, 2024-01) Kipngetich, Francis KogeiPoor academic performance in national examinations in Kenya like in most countries has been an issue of concern. Poor academic performance has been attributed to school environmental factors with individual psychological factors receiving little attention yet this may contribute towards poor students’ academic performance. In addition to this, most of the studies that have explored psychological factors have been done in developed countries hence leaving a gap locally. The purpose of the study was therefore to examine if self-efficacy and motivation predicts academic performance and if so, to what extent. Academic performance was the outcome variable while the predictor variables was motivation and self-efficacy. The objectives of the study were to examine the relationship between motivation and academic performance, establish the relationship between self-efficacy and academic performance, to determine the relative predictive weights of motivation and self-efficacy on academic performance and lastly to test for gender differences in academic motivation and self-efficacy. Self-determination theory by Ryan and Deci and Social Learning Theory by Bandura guided the study. Data was collected through use of questionnaires which also gave students biographical information. The researcher employed ex post facto design and involved 193 study participants. Out of 31 public secondary schools in Kitui County, 25% of the schools were sampled for this study. Stratified random sampling procedure was used to select the study sample, 8 schools were selected to participate in the study, and 24 students were randomly selected from each secondary school. A pilot study was carried out on a random sample of 40 students from a public school which was not part of the study sample but of similar characteristics as sampled schools. The academic motivation and academic self-efficacy scales were adapted to measure academic motivation and self-efficacy. Students’ academic performance was measured by use of examination records which was obtained from the schools. Pearson product moment correlation coefficient was used to test relationships between variables while multiple regression analysis tests were used to obtain the relative predictive weights of independent variable on outcome variable and t-test for predictor variables for gender. Data was analyzed by use of descriptive and quantitative statistics. This research may be of importance to the educators as they may understand how these psychological predictors may impact on their students. Secondly, the teachers may be able to gauge their students’ motivation and self-efficacy which may help them in setting realistic targets for performance. Understanding motivation and self-efficacy may enable schools reach operational efficiency as teachers will be in a position to address students according to their study requirements. In view of the findings, it can be inferred that academic motivation, self-efficacy and academic performance are statistically dependent as the p-value in the ANOVA model was .000 which is less than 0.05, the alpha level of significance for academic and self-efficacy and academic performance (R (192) =0.367. The study recommended that all stakeholders in education should work together in creating conducive environments for development of academic motivation and self-efficacy, among students, and appropriate intervention programmes should be developed in schools, particularly targeting girls in order to help reduce the gender differences which were found to exist with regard to students’ academic motivation and self-efficacy learning.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 Academic Mindset and Buoyancy as Correlates of Academic Motivation Among Form Three Students in Murang'a County, Kenya(Kenyatta University, 2023-11) Wanjiru, Kaguanjai Stella; Theresia Kinai