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dc.contributor.authorNtoiti, Anne Kathure
dc.contributor.authorKigen, Edward Munyengwo
dc.contributor.authorKinai, Theresia Kavuli
dc.date.accessioned2024-03-27T12:36:19Z
dc.date.available2024-03-27T12:36:19Z
dc.date.issued2024-02
dc.identifier.citationNtoiti, A. K., Kigen, E. M., & Kinai, T. K. PSYCHOSOCIAL SUPPORT AS DETERMINANT OF ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS IN KENYA.en_US
dc.identifier.urihttps://ijsser.org/2024files/ijsser_09__40.pdf
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27776
dc.descriptionArticleen_US
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherIJSSERSen_US
dc.subjectAcademic achievementen_US
dc.subjectpsychosocial supporten_US
dc.subjectPsychosocial Theory of Developmenten_US
dc.subjectpeer counsellingen_US
dc.titlePsychosocial Support as Determinant of Academic Achievement among University Students in Kenyaen_US
dc.typeArticleen_US


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