RP-Department of Educational Psychology

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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, Gerryshom
The 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.
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, Samuel
The 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.
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.
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, James
The 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.
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 Anthony
Background: 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.
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, Tabitha
Academic 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.
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, Antony
This 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.
Effectiveness Of Group Cognitive Behavioral Therapy In Reducing Self-Stigma Among Adolescents Living With Hiv (Alwhiv) In The Kakuma Refugee Camp.
(IOSR Journal of Humanities and Social Sciences, 2024) Lokoroi, Damaris Sifora; Maingi, Lydiah
Adolescents living with HIV (ALWHIV) continued to grapple with self-stigma. Series of studies have been done in refugee set ups on stigma, HIV and AIDs, and depression associated with the displacement of refugees and asylum seekers. Despite the efforts, there is limited evidence of the reduction of self-stigma. The current study was carried out in Kakuma refugee camp in Turkana County to assess the effectiveness of group Cognitive Behavioral Therapy (GCBT) in the reduction of the levels of self-stigma among ALWHIV. The study targeted adolescent refugees living with HIV and from multiple nationalities residing in the Kakuma Refugee Camp hosted by UNHCR. A Randomized control trial design was employed on a sample size of 60 participants. Internalized Stigma of Mental Illness Inventory (ISMI) tool was used for measuring the participants’ level of self-stigma and the Client Satisfaction Questionnaire to evaluate the GCBT intervention’s feasibility in diminishing HIV-related self-stigma. The data gathered was subjected to descriptive and inferential analysis using Statistical Package for Social Scientist (SPSS) v.26. The findings indicated that difference in the self-stigma scores was higher in the intervention group (M = 12.100, SD = 2.102) than control group (M = 4.14, SD = 2.361); there was a statistically significant mean decrease of levels of self-stigma by 12.100 during post-test in the experimental group, 95% CI [7.801, 16.399], t (29) = 5.756, p < .05. The study concluded that GCBT was effective in reducing self-stigma among ALWHIV. Based on the findings, the study recommended implementation GCBT to address Sigma and assessment of its effectiveness in addressing other mental health issues in refugee camps.
Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya
(International Journal of Social Science and Human Research, 2024) Nyasimi, Ezra; Ireri, Anthony Muriithi; Oluoch, James Ndege
This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. 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 indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = - .39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.
Correlates and Predictors of Acdemic Engagement among Secondary School Students in Meru County, Kenya
(IJIRAS, 2023-07) Muriuki, Purity Gatwiri; Ngunu, Susan
Reported low levels of academic engagement among the secondary school students has drawn attention and interest of many educational researchers because educational engagement determines how learners achieve in academics. This study was done to explore whether academic resilience and academic motivation are correlates of academic engagement among the secondary school students. The study also focused on determining the role of academic resilience and academic motivation in predicting students’ engagement. This study was guided by ecological systems theory and selfdetermination theory. The targeted population in this study was 2992 form three students in Meru County and data was collected from a sample of 332 students. Data collection was done using a questionnaire which had three adapted scales namely; academic resilience scale (Martin & Marsh, 2006), academic motivation scale (Vallerand et al. 1992) and academic engagement scale (Fredricks et al. 2005). The collected data was analyzed using statistical package for social sciences and null hypotheses were tested using Pearson product moment correlation and multiple regression analysis tests. It was found that academic resilience had a significant moderate positive correlation with academic engagement, r(332)=.33, p<.05. Academic motivation was also found to have significant moderate positive correlation with academic engagement, r(332)=.20, p<.05. Multiple regression analysis revealed that academic resilience and academic motivation significantly predicted academic engagement. A predictive model for academic engagement was generated. The recommendations for further research were also given
Psychological Disengagement as a Correlate of Academic Achievement among Form Three Students in Kiambu County, Kenya
(Journal of Popular Education in Africa, 2024) Njuguna, Winnie Wamaitha; Olendo, Rosemary
This study investigated reasons that learners provide for their outcomes and whether psychological disengagement correlate with academic achievement in Lari Sub-County, Kiambu County, Kenya. The research was guided by self-worth motivation theory. A correlational research design was employed in the study. The participants were 360 (220 males and 140 females). The Intellectual Engagement Inventory scale was used. There was a significant negative correlation between psychological disengagement and academic achievement. A significant correlation between psychological disengagement and academic achievement imply that measures should be put in place to support learners become more actively engaged in the learning process. Therefore, the researcher recommended that all stakeholders in education should implement interventions and measures that support learners in adopting a healthy behavior needed for them to achieve success in their academics.
Academic Psychological Capital as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IOSR-JHSS, 2023-10) Muthui Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Academic achievement is the main pathway to formal employment all over the world. However, in Kenya poor academic achievement by students nationally has been of great concern to the teachers, parents and all educational stakeholders. More specifically, most secondary school students in Kitui County have been performing below average in national examinations. This poor performance has been attributed to the school environmental factors, teacher factors and little has been done on individual psychological factors, which may contribute to the students’ below average performance. The purpose of this study was to investigate how academic psychological capital predicts academic achievement among form three students in Kitui County. The objective of this study was to examine the extent to which academic psychological capital predicts academic achievement. The study was anchored on Broaden-and-build theory by Fredrickson (2004). Explanatory sequential mixed method design was used. The study targeted 427 form three sub-county secondary school students in Kitui County in the year 2023.Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. A questionnaire was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instrument. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant positive relationship between academic psychological capital and academic achievement (r=.65, p< 0.01). From the multiple regression analysis, it was revealed The best predictor of academic achievement from the sub-scales of academic psychological capital was resilience (𝛽=.525). The qualitative data was analyzed thematically and the findings concurred with the quantitative results. As a result, the findings of this study may be used to inform the teachers, parents and all education stake holders on the importance of academic psychological capital among secondary school students.
Academic Adaptability as Predictor of Academic Achievement among Form Three Students in Kitui County, Kenya
(IJIRAS, 2023-10) Muthui, Priscah M.; Mwaura, Peter; Mutua, Josphine Ngina
Studies that have been done on academic adaptability have demonstrated there is a significant relationship between academic adaptability and academic achievement. The poor performance that has been witnessed among most of the students in sub-county secondary schools in Kitui county could be associated to the students’ academic adaptability among other factors. Specifically, in Kenya little has been done on the academic adaptability as a predictor of academic achievement. This study specifically explored academic adaptability as the predictor of academic achievement. The study was guided Individual Adaptability Theory. The study used Explanatory Sequential Mixed Method research design. The participants were 427, that is 218 boys and 209 girls from ten public sub-county secondary schools in the year 2023. Purposive, stratified, simple random sampling and proportionate sampling was used to select the schools and the participants. Academic adaptability scale was used to collect quantitative data while interview schedule was used to collect qualitative data. Finally, pro forma summary was used to collect academic achievement data. A pilot study involving 30 students was conducted to establish the reliability and validity of the research instruments. Both descriptive and inferential statistics were used to analyze the data. Quantitative data was analyzed using Pearson’s Product Moment Correlation Coefficient and multiple regression while the qualitative data was analyzed thematically. The findings revealed that there was a significant and positive relationship between academic adaptability and academic achievement (r=.00,p<.05). Since the students’ academic adaptability was found to have a positive and a significant relationship with their academic achievement, the researcher recommended that it may be of use to conduct the same study on primary school pupils and even students at the tertiary level.
Metacognition as a Correlate of Academic Achievement among High School Students in Nairobi County, Kenya
(Interdisciplinary Education and Psychology, 2024-06) Mwangi, Elizabeth Wanja; Mwaniki. Elizabeth Wanjiku; Mutua, Josephine Ngina
Cognitive Engagement as Correlate of Academic Achievement among Form Four Students in the South East Region, Botswana
(RSIS, 2024-05-27) Moji, Rampete, Ma; Mutua, Josephine; Kigen, Edward
Academic Achievement is an essential part of learning, and it is the most important factor that leads to the attainment of one’s goals. Good academic achievement by students at Senior High school is of paramount importance in every educational system. On the same note, poor academic achievement persists and requires more research. The purpose of this study was to determine how cognitive engagement predicts academic achievement in the South East Region of Botswana. The Self-Determination Theory of Richard Ryan and Edward Deci (1985) guided this study. This research utilized a correlational research design while purposive sampling, stratified sampling and simple random sampling were used to select 502 Form four students. Data was collected through self-report questionnaires which comprise adapted scales for Cognitive Engagement Learning Strategies which comprised 16 questions. The targeted population was Form four students in public secondary schools in the South East Region, Botswana. A pilot study using 50 students from one secondary school in the region was conducted to check the validity and reliability of the instruments before collecting the actual data. A sample of 502 participants was selected from 5 public secondary schools. Academic achievement was inferred from students’ academic records. Descriptive and inferential statistical methods were utilised in SPSS version 25 to summarise the collected quantitative data. Descriptive statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. The data demonstrated a weakly positive correlation (r (500) =.32, p <.01) between academic achievement and cognitive engagement. Education trainers through pre-service and in-service training should consider implementing required courses to assist instructors in cascading the knowledge, skills and abilities needed by trainees to support students in cultivating cognitive engagement in objectively supporting students to reach their academic achievement goals. To fully comprehend the relationship between cognitive engagement and academic achievement at the secondary school level, similar studies using a mixed study design should be explored.
Emotional Intelligence as a Correlate of Academic Achievement among Form Three Students in Machakos County, Kenya
(JOPEA, 2024) Njeri, Modesta Wairimu; Mutua, Josephine; Mugambi, Doyne
The purpose of this article was to interrogate emotional intelligence as a correlate of academic achievement among form three students in Kenya, using Machakos County as a point of reference, for illustration. The contention of the study was that academic achievement equips individuals withs skills that enable them to be productive and innovative. However poor academic achievement has been an issue of concern in Kenya at large and also in Machakos County for the past few years. Poor academic achievement may lead to poor economic growth due to reduced qualified personnel in various economic sectors. Despite numerous studies carried out on academic achievement, very few studies have been done on the relationship between emotional intelligence and academic achievement in Kenya. This study explored the association between emotional intelligence and academic achievement. A sample of 340 students was selected using random sampling technique to participate in the study. The results revealed that emotional intelligence and academic achievement were highly correlated. It was concluded that it is importance to enhance emotional intelligence and metacognition among students to improve their academic achievement. Therefore, it was recommended that teachers and parents should enhance emotional intelligence and metacognition among students. This may have positive impact on their academic achievement.
Psychological Capital as a Predictor of Academic Achievement among Form Three Students in Mombasa County, Kenya
(JOPEA, 2023) Ndonye, Lynnette Maria; Mutua, Josephine Ngina; Oluoch, James
Academic achievement plays an integral role in the life of a student. In Kenya, it is a key measure of what the student has learnt in a school environment. It serves 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 who register low academic achievement miss out on the opportunities for both personal and national development. Although studies have investigated the low academic achievement in Mombasa County, little research has been done to establish the role played by psychological capital towards academic achievement. This study aimed to examine the predictive role of psychological on academic achievement. 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 by King and Caleon (2021) was used to measure the psychological capital 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<000 and it explained 32% of variance in achievement in Term 1, F (4,372) = 44.45, p<000 accounting for 36% change in academic achievement in Term 2 and F (4,372), p<000 explaining 33% of variance in academic achievement in Term 3. Efficacy, hope and resilience subcomponents of psychological capital predicted academic achievement significantly while optimism did not achievement. The study recommended that parents and teachers should support the learners to develop and nurture psychological capital that is a necessary resource for academic excellence.
Relationship between Academic Self-Concept and Academic Achievement among Secondary School Students in Kirinyaga County, Kenya
(EJES, 2024) Ndungu, Rahab Wanjiru; Mutweleli, Samuel M.
Low academic achievement may negatively impact on learners’ psychological well-being and cause substantial stress on parents, who may subsequently pressure their children to perform. There are many aspects that might be associated with low academic achievement, including environmental, pedagogical, and psychological factors. This study focused on one psychological factor, namely academic self-concept (ASC) among learners in secondary schools. The purpose therefore was to determine the relationship between academic self-concept and academic achievement among secondary school learners in Kirinyaga East sub-county, Kirinyaga County. The study was founded on Rogers’ (1959) self-concept theory. Using correlational research design, the researcher aimed to draw inferences from a population of 2,500 students in form three across all public secondary schools in Kirinyaga East sub-county. Three hundred and eighty students from 12 schools were selected through proportionate, purposive, stratified, and stratified random sampling techniques. A questionnaire incorporating an adapted ASCA scale, as well as end-of-term examination records were used as instruments. Central tendency, frequency counts, and distribution variability were utilised as descriptive statistics, and correlation coefficient as inferential statistics. The results indicated that a significant positive relationship was established between ASC and learners’ scores on academic achievement (r (359) = .14, p< 0.01). Motivation, and creativity as domains of ASC were significantly correlated with scores on academic achievement. The study recommended that there was a need for the education ministry through its training and capacity-building institutions to equip teachers with skills aimed at developing key components of ASC. The study further recommended that schools ought to promote instructional strategies aimed at enhancing components of ASC found to have been strongly linked to academic achievement.
Relationship between Counselor’s Services Provision and Help-seeking Behavior among Secondary School Students in Laikipia County, Kenya
(IJRISS, 2024-01) Maina, Caroline; Mugambi, Doyne; Wawire, Chrispus
The purpose of this study was to examine the relationship between counselor’s services provision and helpseeking behavior among secondary school students in Laikipia County, Kenya. Fishbein and Ajzen’s theory of Reasoned Action anchored this research. The researcher utilized correlational research design. The target population of this study consisted of form three students only from three categories of schools (boys boarding, girls boarding and mixed day schools) which make a total of 28 public secondary schools. The sample size of the study was 310 form three students from 10 schools. The researcher used two instruments to collect data from form three students. A pilot study was carried out to ascertain the validity of the instrument. Quantitative data gathered through a questionnaire were analyzed using descriptive and inferential statistics. The results indicated that there was a moderate positive correlation between counselor’s services provision and help-seeking behavior among the students, r (290) = .29, p < .05. The study recommends that teachers should sensitize students on the importance of counsellors to build a positive perception of school counselors to enhance help-seeking behavior among the students. There is a need for the students to be encouraged to seek help whenever they are faced with challenges to reduce cases of problem behavior in schools.
Psychosocial Support as Determinant of Academic Achievement among University Students in Kenya
(IJSSERS, 2024-02) Ntoiti, Anne Kathure; Kigen, Edward Munyengwo; Kinai, Theresia Kavuli
The goal for every academic institution is the provision of quality education. Most university students are in a state of transition from adolescence to adulthood. During this period, they grapple with issues of identity and less adult supervision. This study examined psychosocial support as a determinant of academic achievement among students in Kenyan universities. The study utilized Psychosocial Theory of Development by Erik Erikson. The research was designed as a Cross-Sectional Analytical research. The population targeted was 2nd and 3rdyear students in 4 purposively selected universities in Kenya. A total of 340 students, 80 peer counselors, 4 deans of students and 4 student counselors participated in the study. Data collection tools included a Students’ Questionnaire, Interview Schedules for both the Deans of Students and the Student Counselors as well as a Focus Group Discussion guide for peer counselors. Data was analysed using Statistical Package for Social Sciences (version 20)for inferential and descriptive statistics. Inferential statistics were conducted using Path Analysis while qualitative data was thematically analyzed. Research findings indicated that students relied more on family members, friends, and peer counselors for psychosocial support. The Path Analysis Model revealed that psychosocial support directly impacted GPA scores. Therefore, psychosocial support was established to be a determinant of academic achievement among university students in Kenya. Policymakers can use these findings to improve psychosocial support services awareness to enhance academic achievement among University Students.

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