RP-Department of Educational Psychology
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Item Police Intervention Strategies and Management of Land-Related Conflicts in Kilifi County, Kenya(RSIS International, 2025-08) Kithuka, Ruth Ndinda; Musili, Phelista M.Land-related conflicts in Kilifi County, Kenya, rooted in historical injustices and socio-economic pressures, frequently escalate into criminal acts, necessitating police intervention. This study examines the impact and efficacy of police intervention strategies in managing these disputes, focusing on their dual role in enforcement and informal mediation. Employing a mixed-methods and a cross-sectional survey design, data were collected from 118 respondents—police officers, local government officials, and community representatives—via questionnaires and interviews. Findings reveal that criminal arrests (41%) and eviction warrants (29%) dominate enforcement strategies, achieving moderate success in de-escalating immediate violence (e.g., 40.5% agreement on warrant execution efficacy). However, challenges such as organized crime (36.2%), resource constraints, and limited legal authority hinder long-term resolution. Mediation emerges as a vital informal strategy, fostering community trust, yet its effectiveness is curtailed by inadequate training and systemic issues. Grounded in Conflict Theory, the study highlights the need to address structural drivers (e.g., land tenure insecurity) alongside enforcement. Recommendations include enhanced police training, resource allocation, and expedited judicial processes to improve outcomes. This research contributes to understanding police adaptability in complex conflict settings, offering insights for policy reform in Kilifi County and similar contexts.Item Metacognitive Awareness as a Correlate of Mathematics Achievement among Form Three Students in Makueni County, Kenya(JAIS, 2024) Ndulu,Vincent Mwendwa; Oyoo, Syprine; Mutweleli, SamuelThe purpose of this study was to examine the relationship between metacognitive awareness, and mathematics achievement among form three students in Makueni County, Kenya. The research argued that mathematics success provides individuals with the necessary skills to be productive innovative and creative. In recent years, there has been a notable concern regarding poor mathematics, performance in Kenya, particularly in Makueni County. Poor mathematics achievement can result in suboptimal economic development by limiting the availability of skilled professionals across diverse industries. This study investigated the relationship between metacognitive awareness and mathematics achievement. This research was guided Brown's Metacognition model. The investigation employed a correlational research design. To choose the research area and target population, purposive sampling was used. To select the schools and research participants, stratified and simple random sampling were employed. Six public secondary schools were used to get a sample of 174 students. To increase the validity and reliability of the research instruments, a pilot study was carried out in one of the schools that did not take part in the main investigation. The research participants' data was gathered using the MAI Questionnaire. The research participants mean age was 17.01 years. A significant positive correlation was found between students' metacognitive awareness and their achievement in mathematics (r (170) =.73, p <0.05). The study concluded that raising students' levels of metacognitive awareness is critical to raising their mathematics achievement. It was therefore advised that educators and parents support students' development of metacognitive awareness. This may lead to improved mathematics achievement.Item Relationship between Academic Resilience and Academic Achievement among Secondary School Students in Kiambu County, Kenya(International Journal of School and Cognitive Psychology, 2015-09) Mwangi, C.N.; Okatcha, F.M.; Kinai, T.K.; Ireri, A.M.This study sought to establish the relationship between academic resilience and academic achievement among secondary school students in Kiambu County. A descriptive correlational design was adopted. The sample comprised of 390 form three students. Data were collected using a demographic form and the California Healthy Kids Survey-Module B, 2007 version. Academic achievement was inferred from the school performance records. The main data analysis techniques were Pearson’s Product Moment Correlation Coefficient and regression analysis. Findings revealed a positive and significant relationship between academic resilience and academic achievement (r (388)=0.68, p<0.05)., The findings are discussed and implications for practice and further research givenItem Mediation of Mindsets in the Relationship Between Perceived Parental Psychological Control and Learned Helplessness Among Secondary School Students in Kenya(RSIS International, 2024-05) Nzioki, Gideon Keli; Ngunu, Susan NjeriLow motivation and passivity towards learning tasks resulting from perceptions of uncontrollability of outcomes is a persistent problem in schools. Literature has attributed this to the development of learned helplessness. Despite the adverse effects of learned helplessness in such aspects as decreased academic performance, self-destructive strategies, maladjusted behaviour, and depression, the construct remains largely unexplored among the Kenyan secondary school population Kenya. Additionally, findings on dispositional and contextual antecedents of learned helplessness remain equivocal. Against this background, the current study purposed to establish the prediction of learned helplessness from perceived parental psychological control. Further, the study explored the mediation of mindsets in the relationship. Using a cross-sectional research design, the study involved 383form three students in Makueni County, Kenya. The study utilized full structural equation modeling to investigate the relationships among perceived parental psychological control, mindsets, and learned helplessness. Both perceived paternal (β = .19, p< 0.01) and maternal (β = .25, p< 0.01) psychological control significantly predicted learned helplessness. Mindsets partially mediated the relationship between both perceived paternal and maternal psychological control and learned helplessness. These findings highlight the dynamics between parental psychological control, mindsets, and learned helplessness. A key recommendation is that any interventions aimed at reducing learned helplessness among secondary school students may be more effective if they targeted reducing psychological control and adoption of incremental mindsets.Item Parenting Practices as Predictors of Problem Behaviours among Form Two Students in Embu County, Kenya(Kenyatta University, 2024-09) Ngari, Evalusia Mukami; Mawang, Lucy; Ngunu, SusanPurpose:Problematic behavior in high school is a problem that needs to be addressed. The few studies done havenot yet concluded what is the major predictor of problem behaviours in secondary schools. This study focused on parenting practices as predictors of problem behaviour among form two students in Mbeere South Sub-County, Embu County. The research was anchored on social learning theory. Methodology:A correlational research design was employed in this study. The study population consisted of 18-day schools and 14 boarding schools in Mbeere South Sub County. The target respondents were 8822 form two students. A sample size of 383 students was selected using simple random sampling. A structured questionnaire was used to collect data. Data was analyzed using descriptive statistics and regression analysis. Results:The results showed that there is a negative and significant relationship between parenting practices and problem behaviour. Conclusion:The study concludedthat parenting practices such as parental behavioural control, parental psychological control, parental warmth,and parental acceptance are negative predictors of problem behaviour of students. It was suggested that parents should strive to express parental warmth to their children. Parents should also express acceptance to their children by way of helping them manage stress and problem-solving, helping them with things they are unable to do,and complimenting them. Further, parents areadvised not to express too much control over their childrenItem Peer Relationships as Correlates of Academic Achievement among Form Three Students in Murang’a County, Kenya(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2024-05) Kinjaga, Lucy Gathigia; Oyoo, SyprineThe trend of academic achievement in Murang’a County has been worrying as it has remained poor for a number of years. The purpose of this study was to examine peer relationships as a correlate of academic achievement among form three students in Mathioya Sub County, Murang’a County. The objective of the study was to: establish the link between peer relationships and academic achievement of form three students. This research adopted the Social Learning Theory by Bandura (1977). A correlational research design was adopted. Purposive sampling was used to select Mathioya 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 simple random sampling 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, two tools were used namely: a 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 academic achievement of 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 was used to analyse the quantitative data 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 positively and significantly correlated with the academic achievement of form three students in Murang’a County. An important implication and recommendation of the study was that teachers, parents and all the educational stakeholders work together to encourage positive peer interactions among learners which may go a long way in boosting their levels of motivation and by extension improve their academic achievementItem Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification(INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS, 2024-11-11) Oyaro, Samwel Makori; Mwaura, Peter A.; Mwangi, Cecilia Nyambura; Ireri, Anthony MuriithiIn a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.Item Mattering and Satisfaction With Life: Gender and Age Differences Among Kenyan Secondary School Students(Qeios, 2024-11-11) Kihia, Paul Mbatia; Ireri, Anthony Muriithi; Mwangi,Cecilia Nyambura; Njoroge, James NjugunaThis study examined how mattering related with satisfaction with school life among secondary school students in Kenya (N= 446, M = 17.40, SD = 1.22; 55.8 % Male). Age and gender differences were also explored. Mattering had a moderate correlation with school life satisfaction. Both age and mattering explained 11 % variance in satisfaction with school life. Age and gender did not moderate the prediction of satisfaction with school life by mattering. The relationship was similar for middle and late adolescent students, but prediction was only significant among the middle adolescent group. No significant gender differences were reported among the study variables. The findings suggest that when students feel important and when their age is taken into account, they are more likely to have higher levels of satisfaction with their school experience.Item Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya(Research Publish Journals, 2024-10-09) Swanya, Millicent Nyaboke; Ndege, Oluoch James; Koskei, BenjaminKenya aims to become an industrialized nation by 2030, and achieving Vision 2030 can be supported by focusing fundamentally on science subjects, including Biology. However, academic achievement in Biology has been below average, raising numerous concerns. This study, therefore, aimed to establish how classroom climate predict achievement in Biology among Form Three students in Juja Sub-County of Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Juja area of Kiambu County. The study adopted the interactive learning theory by Vygotsky (1978). Correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, were utilized to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the neighbouring Juja Sub County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS version 30 was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Further, classroom climate significantly predicted the achievement of female students than male students. Additionally, academic achievement was greatly influenced by an interactive classroom climate. The research outcomes strongly suggest that parents and teachers should engage in activities that sustain an interactive classroom climate. Further research is recommended to explore ways to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students.Item Evaluating the Madrasa Preschool Programme in East Africa: A Quasi-Experimental Study(Routledge, 2008-10-03) Mwauraa ,Peter A.M; Sylvab ,Kathy Sylvab; Malmberg, Lars-ErikThis study investigated the effect of preschool experience (two types of preschool: Madrasa and non-Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre-test (entry to preschool) and at post-test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.Item Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University(Interdisciplinary Review of Economics and Management, 2012) Wangeri, Tabitha; Kimani, Elishiba; Mutweleli, Samuel MutuaThe intention of this paper was to investigate on the transitional challenges facing first year students in Kenyan Public universities. The challenges were investigated in terms of autonomy, social adjustment, compatibility among roommates, the feeding habits, and access to support services and adjustment to academic programs. Hurvighust’s developmental tasks theory informed the study. The study was done in Kenyatta University, a public university in Kenya. Six schools were randomly selected from fourteen from which twenty students were randomly selected from different departments to a sample of 120 students. Further, officers from key university offices dealing with student’s services and welfare were selected for interview. The results indicate that majority of students found the transition challenges in all the areas investigated. In relation to autonomy 13.33 % had high autonomy while 86.67% has average autonomy. With regard to social compatibility only 6.6% showed high compatibility and 73.33% average while 20% showed low compatibility respectfully. Data on compatibility with roommates revealed that only 6.6% were compatible, 40% average and 53.33 % low compatibility. On access to support services 20% had high access, 66.70% average while 13.33% showed low access to support services. For the feeding habits only 3.3% indicated good feeding habits while 96.6% reported poor feeding habits. Data regarding adjustment to show that 3.3% reported high adjustment, 93.33% average adjustment and 3.33 reporting low adjustment. The findings further indicated some differentials in the challenges in relation to gender as well rural and urban orientation of the first year students. The study recommends a need for an effective orientation programme for all first year students to prepare them for university entry. In addition welfare and service providing offices-accommodation, career guidance, mentoring, chaplaincy and dean of students are important in providing useful information to help first year students settle faster in the university and make appropriate decisions regarding their academic and social life in the university.Item Relationship between Dispositional Optimism and Academic Achievement of Form Two Students in Nyandarua County, Kenya(Nextgen Research Publication, 2024-09) Kamau, Anne; Kinai, Theresia; Mugambi, DoynePersistent poor academic achievement in national examinations among pupils from public primary schools in Nakuru County has been considerably unsatisfactory and detrimental to the learners due to loss of educational and life rewarding opportunities. Educational research within the county with regard to the consistent huge failure rate in the past decade has majorly attributed the huge failure to school-related environmental factors. This is while little attention has been paid to psychological domains of the learners in this county. To address the continuous decline in performance, the study focused on dispositional optimism, an individual difference variable, that is considered to be key in influencing academic achievement of learners. The study was based on dispositional optimism theory. The study adopted convergent parallel mixed research design. The target population was 50750 standard eight pupils enrolled in all the 747 public primary schools in the county while the accessible population was 1364 class eight pupils from 16 public primary schools. The study sample comprised of 400 standard eight pupils selected from 16 public primary schools. Stratified and simple random which are probability sampling procedures and purposive sampling which is a non-probability sampling procedure were used in the selection of the schools and the participants. 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. Qualitative results also revealed that high dispositional optimism was associated with high academic achievement and vice versa. The study recommends that teachers should be encouraged to build the capacity of the pupils in the primary schools so that they can be more optimistic in their academic endeavors for better achievement in academics.Item Perceived Need for Autonomy Satisfaction as A Predictor of Transition among Form two Students in Kisii County, Kenya(IJSSER, 2024-12) Njoroge, Felicita Waithira; Mutweleli, Samuel M.; Nguno, Susan N.Poor transition may affect greatly learners especially as they move from primary to secondary school subsequently achieving low academic outcome. This in turn might affect their life career paths within and after school. The study focused on one psychological factor namely; Autonomy need for satisfaction ( ANFS) among learners in secondary schools. The purpose therefore was to examine the relationship between students’ need for autonomy satisfaction and transition among students in Kisii County. The study was guided by Deci and Ryan (2002) Psychological needs Satisfaction theory of Psychological Needs Satisfaction. Using a predictive Correlational research design the study population was 12462 Form two students across public secondary schools in Kisii County. The sample population was 405 students (167 male) (238 female) selected from 135 schools through purposive sampling, proportionate sampling, stratified sampling and simple random sampling techniques. A five-subscale questionnaire with a reliability coefficient of α = .96 was employed to gather participants’ data The test-retest technique was adopted to test for the reliability of the instruments, where the instruments were administered twice to the same participants, allowing a two-week interval between the two administrations. To establish the internal reliability of the instruments, the researcher used the Cronbach alpha coefficient (α). Data analysis was done using SPSS and descriptive statistics, using means and standard deviations. Pearson's Product Moment Correlation Coefficient was adopted to obtain the link between psychological needs satisfaction Autonomy and students' transition. Analysis of Variance (ANOVA) was adopted to obtain the means and standard deviations of transition and psychological needs satisfaction. Multiple regression was used to analyze the relationship between psychological needs satisfaction and transition. Central measures of tendency, frequent counts and distributions variability were utilized as descriptive statistics and correlation coefficient statistics as inferential statistics. Results indicated that there is a relationship between students’ autonomy and transition. (r (403) =0.40, p recommended need for school administrators to strengthen school programmes that would build students’ autonomy need satisfaction. The study further recommended the need for parents to inculcate autonomy among students right from childhood.Item Inmates’ Perception of Environmental Factors Affecting Psychological Well-Being: A Case of Kamiti Maximum Security Prison in Nairobi, Kenya(Journal of African Interdisciplinary Studies (JAIS), 2024) Kasau, Regina Wango; Majale, Christine; Munala, GerryshomThe aim of correctional centers worldwide is to protect the public, to punish, and to rehabilitate offenders. These institutions however face challenges that jeopardize effective achievement of these aims, among them being, ineffective rehabilitation programs, recidivism, mental disorders and suicide- with suicidal cases in prisons globally reported at 6% higher than in free population. Failure to obtain firsthand information on user needs leads to ineffective policies on rehabilitation philosophy. This paper therefore, examines the perception of inmates regarding environmental factors that influence their psychological wellbeing, indicated by stress, depression and anxiety. The moderating factors were age, marital status and length of imprisonment. The study was carried out at Kamiti Maximum Security Prison, Kenya, adopting a descriptive-correlational methodology to assess the interaction between indicators of PWB and the environmental factors. Based on data collected from 250 respondents, using Semi-structured questionnaires, consisting of both open-ended and Likert type questions, the study identifies a range of emotional feelings to characterize PWB, including, sadness (36.5%), fear (16%), despair (17%), anger (5%) self-conscious (15.5%) and boredom (2%). Through Correlation and regression analysis, the study rules out on environmental factors that significantly influence PWB of inmates to include physical environment, self-acceptance, participation in rehabilitation programs, social interactions, family interactions and leisure activities. Age, marital status and length of imprisonment had insignificant contribution. This paper suggests on improving physical environment towards strengthening the psychosocial factors so as to promote PWB and rehabilitation at length.Item Relationship between Self-Regulated Learning and Academic Achievement among Form Three Students in Kakamega County, Kenya(Journal of African Interdisciplinary Studies, 2024-10) Khamala, Mbayaki James; Mutweleli, SamuelThe purpose of the study was to investigate the relationship between self-regulated learning and academic achievement. The cognitive theory of self-regulated learning guided the study. This study adopted a correlation research design with a target population of 2097 Form three learners in public schools found in Navakholo sub-county. A sample of 450 form three students was selected from 8 public schools to participate in the study. Stratified and simple random sampling techniques were used to select the sample. Data were collected using questionnaires. Academic achievement of the students was obtained from examination records that were obtained from schools that were used in the study. To establish the validity and reliability of the research instruments, pilot study was done on 30 students in form Three that were selected from a day and mixed public school in the neighboring Mumias Subcounty, Kakamega County. Descriptive procedures and inferential statistical methods were applied in analyzing the data. The results revealed a positive and significant correlation between self-regulation in learning and achievement in academics, r =.59, p <.00. Therefore, the null hypothesis is rejected and the alternative one adopted. For supplementary hypothesis, the results reveal existence of positive and significant relationship between all subscales of self-regulation in learning and achievement in academics, memory strategy, r = .66; goal setting, r = .44; self-evaluation, r = .63; seeking assistance, r = .43; environmental structuring, r = .45; learning responsibility, r = .51; organizing, r = .48, p < .05. Therefore, the null hypothesis was rejected and alternative one adopted. The results imply that the higher the self-regulation among the students the higher the achievement in academics. Based on the results, teachers and parents should come up with programs to help students enhance their self-regulation strategies and skills by providing the necessary support to help them to improve their academic achievement. School administration should help the teachers with the necessary teaching materials and resources geared towards improving students’ strategies of self-regulation. This will enable the students achieve higher grades in academics.Item Social-Emotional Intelligence of Undergraduate University Students in Intimate Relationships in Nairobi, Kenya: A Gender Differences Perspective(Bulletin of Education and Research, 2023) Ngatia, Veronica Nyawira; Kathungu, Beatrice M.Most undergraduate students in universities are in the young adulthood stage of development, in which intimate relationships are part of key tasks. Central to intimate relationships are emotions, which play a crucial role in determining whether a relationship flourishes or decays. Capacity to manage emotions of self and others-also known as social-emotional intelligence-powered by its dimensions; emotional perception, utilization, and management of self and others-has been found to enhance individual capacity to relate with others, enhancing the possibilities of experiencing relationship satisfaction. However, most past studies have recorded inconsistent social-emotional intelligence (SEI) levels, gender-based differences, and context have differed from that of intimate relationships. The study was an attempt to investigate if there are significant gender differences in social-emotional intelligence in a sample of (n = 399) undergraduate students in universities engaged in intimate relationships in Nairobi County, Kenya. A survey design was used, and multistage sampling was used to select 234 female and 186 male students. Analysis of the data indicate moderate levels of social-emotional intelligence among undergraduate students in intimate relationships. The emotional perception dimension of social-emotional intelligence shows a statistically significant difference between the genders. However, the study findings reveal that gender should not be a deterrent when exposing students to social-emotional learning.Item Social-Emotional Competencies as Predictor of English Language Performance among Form Three Students in Kiambu County, Kenya(Journal of Popular Education in Africa, 2024-09) Miriti, Tabitha M; Mwangi, Cecilia; Oluoch, JamesThe purpose of this study was to investigate social-emotional competencies as predictor of English Language performance among Form Three students in Kiambu County, Kenya. In Kenya, English is a fundamental component of the education system, serving as the language of instruction for almost all subjects in secondary schools. Despite its prominence, English tends to have the lowest scores on the Kenya Certificate of Secondary Education (KCSE) exams. This low performance limits students’ access to higher education and hampers the country’s goal of achieving economic development and global competitiveness by 2030. Although several studies have investigated the challenges surrounding English language performance, the issue persists, particularly in Githunguri Sub-County. This study focused on social-emotional competencies as a predictor variable, with the aim of exploring their relationship with English language performance among Form 3 students in Githunguri Sub-County, Kiambu County. The objective was to determine the correlation between social-emotional competencies and English language performance. Using Comer’s (1960) social-emotional learning theory, the study adopted a correlational design and targeted all 3,758 Form Three students in the Githunguri sub-county. A sample of 398 students was selected through purposive, stratified, and simple random sampling methods. To measure social-emotional competencies, the Social-Emotional Competencies Questionnaire by Zhou and Ee (2012) was adapted, while mid-term and end-of-term English exam scores from 2023 were used to assess performance in English. The pilot study verified the reliability and validity of the instruments, with Cronbach's alpha confirming internal consistency. Educational psychology experts reviewed face, content, and construct validity. The data was analyzed using SPSS 2022. The study found a significant correlation between social-emotional competencies and English performance (r = .41; p < .05). The predictive influence of social-emotional competencies accounted for 16.9% of the variation in English performance. The R-squared value (.41) indicated that 41% of the variance in English performance was explained by social-emotional competencies. The study recommends that educators and school stakeholders work together to develop students’ social awareness, social management, and decision-making skills to enhance academic performance.Item Mental Health as a Correlate of Academic Engagement among Third Year Undergraduate Students in Kenyan Public Universities(IOSR Journal of Humanities and Social Sciences, 2023) Conrad, Kositany; Wangeri, Tabitha; Muriithi, Ireri AnthonyBackground: The Main Goal Of Universities In Kenya Is To Bestow Growth Experiences, Knowledge, Skills And Education For Their Students, But Low Academic Engagement Hinders This Goal. Low Academic Engagement In Kenyan Universities Could Be Linked To Students’ Mental Health. This Study Set Out To (I) Determine The Relationship Between Depression And Academic Engagement Among Third Year Undergraduate Students In Kenyan Public Universities, (Ii) Establish The Relationship Between Anxiety And Academic Engagement (Iii) Find Out The Relationship Between Stress And Academic Engagement. Materials And Methods: The Study Used Descriptive Correlational Research Design To Establish The Relationships And The Degree Of Association Among Variables. In This Study 415 Participants Were Selected From The Population Using Simple Random Sampling, Stratified And Purposive Sampling. Data Were Analyzed Using Spss (V.24). Data Were Analyzed Using T-Test for Independent Samples and Pearson’s Product Moment Correlation Coefficient. Hypotheses Were Tested At P = 0.05. Results: The Study Found A Zero Correlation between Depression and Academic Engagement (R (413) = 0.01, P < 0.05). Anxiety Had A Non-Significant Correlation with Academic Engagement (R (413) = 0.06, P ˂ 0.05). A Non-Significant Correlation Was Found Between Stress and Academic Engagement (R (413) = 0.00, P ˂ 0.05). Limitations: First, The Descriptive Correlational Research Design Means We Cannot Conclude On The Causal Relations. Second, The Self-Report Questionnaire Embeds Subjectivity Issues. Last, The Generalizability Of The Sample To The Whole Student Population In Kenya Is Limited, Considering The Sampling Method. Conclusion: In Conclusion, The Zero And Non-Significant Associations Between Depression, Anxiety, Stress And Academic Engagement Imply Least Importance In Academic Engagement. Therefore, The Study Recommended That, Lecturers, Administrators And All Stakeholders Should Create An Enhancing Environment To Foster Improvement Of Mental Health And Reduce Stigma Among Third Year Undergraduate Students As The Relationship Between Mental Health And Academic Engagement Was Inconsequential.Item Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya(IOSR Journal of Research & Method in Education, 2023) Kositany, Conrad; Ireri, Anthony Muriithi; Wangeri, TabithaAcademic engagement is a major aspect of education at all levels. University education aims at empowering students with growth experiences, knowledge, skills, and education. However, low academic engagement in academic tasks affect the achievement of this goal. Identity development is a major developmental task through adolescence to adulthood and it is crucial to understand the association between identity development and academic engagement. The current study aimed at determining the predictive weight of dimensions of identity development on academic engagement among undergraduate students in Kenya. Characteristics among university students in Kenya that suggest low academic engagement included; missing classes, poor preparation for examinations, engaging in unhealthy lifestyles, engaging in substance use, low academic performance, delayed graduation and dropping out of university. The study used the Five-dimensional Model of Identity Formation and predictive correlational research design. A sample of 415 students from public universities in Kenya were selected using multistage sampling – purposive, simple random and stratified sampling. Quantitative data were collected using Dimensions of Identity Development scale. Data were analysed using SPSS (v.24). Data were entered, coded and analysed using Pearson’s product moment correlation coefficient and multiple regression analysis. Identity development had a positive statistically significant prediction on academic engagement (r (413) = .39, p < .05). A multiple regression analysis further revealed that Dimensions of identity development significantly predicted Academic engagement, (F (1,413) = 74.95, p < .05) which indicates that Dimensions of identity development can play a significant role in shaping Academic engagement (β = .51, p < .05). The study concluded that an increase in the identity development variable was associated with an increase in academic engagement. The study findings led to the recommendation that, all the stakeholders should promote identity development among the university students so as to increase academic engagement and consequently academic success.Item School Anxiety as a Correlate of Academic Achievement among Form Three Students in Kitui County, Kenya(International Journal of Social Science and Humanities Research, 2024-02) Muimi, Dorcas Mutanu; Mutweleli, Samuel; Ireri, AntonyThis study intended to examine students' school anxiety, as a predictor of students' academic achievement. The primary objective was to ascertain the existence of a correlation between school anxiety and academic achievement. Social cognitive theory (Albert Bandura, 1989), was 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. Examination records served as a tool for measuring students' academic achievement. 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. School anxiety had a significant negative relationship with academic achievement (r (386) = -0.24, P< 0.05). 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 students.