MST-Department of Educational Psychology
Permanent URI for this collection
Browse
Recent Submissions
Item Metacognitive Awareness and Motivational Beliefs as Correlates of Mathematics Achievement among Form Three Students in Makueni County, Kenya(Kenyatta University, 2025-05) Ndulu, Vincent MwendwaMathematics learning and quality achievement in the subject play a key role in innovation and advancement in technology for social and economic development. However, low mathematics achievement among students in Kenya Certificate of Secondary Examinations continues to be a major concern to parents, educators, and other education stakeholders. The study aimed at investigating on how students' metacognitive awareness and motivational beliefs correlate to their mathematics achievement. The study also looked into how gender differed in motivational beliefs and metacognitive awareness. Further, the predictive weights of metacognitive awareness, and motivational beliefs on students’ mathematics achievement were established. Eccles and Wigfield's (2002) Expectancy Value Theory and Brown's (1987) Metacognition Model served as the research's guiding theories. A correlational research design was used in the investigation. All students in Makueni County's public secondary schools in form three made up the target population. To choose the target population, purpose sampling was employed and the study’s region. Schools and research participants for the study were chosen utilizing both random and stratified sampling. A sample of 174 form three students out of 1322 accessible population were chosen from 6 secondary schools in Makindu Subcounty, Makueni County. One of the schools was used for a pilot study. MAI Questionnaire, and MBMQ were utilized to collect data from the research respondents. Students’ mathematics achievement was measured using mid of term one 2024 mathematics examination records that were collected from their schools’ examination departments. The data acquired was analyzed using inferential and descriptive techniques using SPSS. Students' metacognitive awareness showed a substantial positive relationship with mathematics achievement (r (170) =.73, p ˂ .05). Similarly, a positive correlation between motivational beliefs and mathematics achievement ( r (170) = .23, p ˂ .05) was revealed by the study. Significant gender disparity was found in metacognitive awareness ( t = -2.20, p < .05) and motivational beliefs (t = -4.09, p < .05). The results revealed that metacognitive awareness and motivational beliefs positively predicted mathematics achievement. Students' achievement in mathematics was found to be influenced by their motivational beliefs and metacognitive awareness. Based on the study results, recommendations were made that; parents, teachers, and school administrators, should work together to create home, and school environments that enhance metacognitive awareness and motivational beliefs for better mathematics achievement in secondary schools.Item Relationship between School Climate and Academic Achievement among Students in Public Secondary Schools in Kiambu County, Kenya(Kenyatta University, 2025-05) Kanake, Zipporah KaregiAcademic achievement is a critical element influencing various aspects of life, prompting governments and families worldwide to dedicate significant resources and time to foster student success. Despite these efforts, schools continue to face challenges in enhancing academic achievement, as the pursuit of quality education remains a key global concern in the 21st century. Previous studies have attributed low academic achievement to several factors, including environmental and psychological influences. This study explored how the school environment impacts academic achievement among public secondary school students in Kiambu County, Kenya. Specifically, it examined the effects of peer pressure, teacher-student relationship, and school violence on academic achievement, using Bronfenbrenner’s Ecological Systems Theory (Bronfenbrener, 1979) as its framework. The research adopted a descriptive correlational design and targeted 25,120 Form Three students in the year 2023. Through purposive and stratified sampling, five public schools were selected, and 379 students were randomly sampled based on Krejcie and Morgan’s (1970) sample size table. Quantitative data were collected via student questionnaires, offering nuanced perspectives on student experiences and perceptions. Academic achievement was assessed through school-kept examination scores, and both descriptive and inferential statistical methods were applied in analysis. Findings revealed that peer pressure and teacher-student relationships significantly influenced academic achievement; (r (379) = -0.245, p< 0.05.) and (r (377) = -0.142, P < 0.05) respectively, while school violence did not show a notable correlation (X2 =0.99, df 2, corresponding to p = 0.61. The quantitative data further highlighted students’ sentiments about the supportive or detrimental roles of their peers and teachers. This study is expected to offer valuable insights to a wide range of stakeholders, including students, parents, teachers, and school administrators The study concludes by recommending that education stakeholders delve deeper into the root causes of poor academic achievement to devise more effective, evidence-based interventions.Item Psycho-social risk correlates of serious offending Behaviour among juveniles of school going age within Kenyan borstal institutions(Kenyatta University, 2025-04) Waichinga Anne WambereItem Academic Motivation and Cognitive Engagement as Correlates of Academic Achievement among Form Four Students in the South East Region, Botswana(Kenyatta University, 2024-06-01) Rampete, MojiAcademic Achievement is an essential part of learning, and it is the most important factor that lcnd§ to ll!c 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. In Botswana, final examinations are used to measure academic achievement. Studc}lls’_ future academic progress is therefore, mainly determined by final examinations. So far, the results have been on the declining trend for decades. The purpose of the study was to determine how academic motivation and cognitive engagement predict academic achievement in the region. The study objectives include; to determine the relationship between academic motivation and academic achievement, to find out the relationship between cognitive engagement and academic achievement, to find out gender differences in academic motivation and cognitive engagement, and to determine thse predictive weight of academic motivation and cognitive engagement on academic achievement. Albert Bandura’s Social Cognitive Theory (1989) and 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 Academic Motivation Scale (AMS) and Cognitive Engagement Learning Strategies. The target population was form four students in public secondary schools in the same region, in 2022. 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 statistics such as means, percentages and frequencies were used to summarise the collected quantitative data. Pearson’s Product Moment Correlation Coefficient and Multiple Regression Analysis were used to test the stated null hypotheses set at «. = 0.05. In the first objective the findings of the study indicated a statistically significant correlation between academic motivation and achievement. (r =123, p < 01). In the second objective the results indicated a positive correlation between cognitive engagement and academic achievement (r=32,p< .01).In the third objective the findings also demonstrated that there were notable gender variations in academic motivation and cognitive engagement, at # = 2.63, df = 500, p < .01. The fourth objective shovyeq that b'oth academic motivation and cognitive engagement had a significant predictive welght (7=8.07, p<.01). Both predictor variables had a significant fit. F = 8.07, p<.01L. Major recommendations of the study were that school administrators, teachers, parents and ablish supportive learning environments for students. stakeholders collaborate to est s Administrators and teachers to hold seminars and/or workshops to train teachers on demic achievement goals.Item Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya(Kenyatta University, 2024-05) Muthengi, Deborah M.Despite increased enrollment following FPE, primary school education has continued to face the challenge of many pupils not completing school in Kenya. In Tharaka Nithi, particularly, Tharaka North Sub County, the issue of pupils not completing school is worrisome as reflected by educational statistics from area. Failure to complete school poses a considerable challenge not only to the individual pupil but also to the Kenyan society at large. Academic engagement is becoming an increasingly debated concept for conceptualizing learners’ educational success. Relevant studies that have concentrated on pupils’ characteristics such as academic engagement and its connection to pupils’ decision to quit school are particularly scarce. Therefore, this study aimed to investigate the link between academic engagement and intention to complete school among primary school pupils in Tharaka Nithi County. Guided by social cognitive theory and using correlational design this study targeted all the 12,250 pupils in the 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in class six, seven and eight filled the questionnaires. Research instruments were piloted using a sample of 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlations between cognitive academic engagement (r (285) = 0.50, p < 0.01), behavioural academic engagement (r (285) = 0.40, p >0.01), emotional academic engagement (r (285) = .39, p < .01) and school completion intention of pupils in upper classes. Regression analysis revealed that cognitive, behavioral and emotional dimensions of academic engagement significantly predicted school completion intention (F (3, 281) = 38.60, P = .00), and they jointly accounted for 29% of variability in school completion intention. Cognitive academic engagement had the greatest weight followed by behavioural academic engagement and with emotional academic engagement having a non-significant contribution to school completion intention. It was concluded that pupils’ academic engagement is significant in explaining and predicting primary school pupils’ intention to leave school. Therefore, schools and stakeholders in general should come up with interventions targeted at improving pupils’ academic engagement so as to raise their intention to complete school.Item Academic Engagement as A Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya(Kenyatta University, 2024-05) Muthengi, Deborah M.Despite increased enrollment following FPE, primary school education has continued to face the challenge of many pupils not completing school in Kenya. In Tharaka Nithi, particularly, Tharaka North Sub County, the issue of pupils not completing school is worrisome as reflected by educational statistics from area. Failure to complete school poses a considerable challenge not only to the individual pupil but also to the Kenyan society at large. Academic engagement is becoming an increasingly debated concept for conceptualizing learners’ educational success. Relevant studies that have concentrated on pupils’ characteristics such as academic engagement and its connection to pupils’ decision to quit school are particularly scarce. Therefore, this study aimed to investigate the link between academic engagement and intention to complete school among primary school pupils in Tharaka Nithi County. Guided by social cognitive theory and using correlational design this study targeted all the 12,250 pupils in the 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in class six, seven and eight filled the questionnaires. Research instruments were piloted using a sample of 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlations between cognitive academic engagement (r (285) = 0.50, p < 0.01), behavioural academic engagement (r (285) = 0.40, p >0.01), emotional academic engagement (r (285) = .39, p < .01) and school completion intention of pupils in upper classes. Regression analysis revealed that cognitive, behavioral and emotional dimensions of academic engagement significantly predicted school completion intention (F (3, 281) = 38.60, P = .00), and they jointly accounted for 29% of variability in school completion intention. Cognitive academic engagement had the greatest weight followed by behavioural academic engagement and with emotional academic engagement having a non-significant contribution to school completion intention. It was concluded that pupils’ academic engagement is significant in explaining and predicting primary school pupils’ intention to leave school. Therefore, schools and stakeholders in general should come up with interventions targeted at improving pupils’ academic engagement so as to raise their intention to complete school.Item Attitudes towards Mathematics, Self-Efficacy, and Career Aspiration as Predictors of Mathematics Performance among Form Three Learners in the Southeast Region of Botswana(Kenyatta University, 2024-11) Kgalalelo , KenosiDespite governments’ interventions and education being important to individual and national development, poor performance in mathematics has been persistently prevalent in the Southeast sub-region of Botswana. It is linked to several variables related to schools, teachers, parents, students and socio-economics status. However, no study has been done that focuses on the three predictor variables of mathematics in the Southeast sub-region of Botswana. Thus, this study sought to determine the relationship between attitudes towards mathematics, mathematical self-efficacy, career aspirations, and mathematical performance among form three students of Southeast sub-region. The specific study objectives were: to sought to establish the relationship between attitudes towards mathematics and mathematics performance among form three students in the Southeast sub-region of Botswana, to determine the relationship between mathematics self-efficacy and mathematics performance among Form three learners in the Southeast sub-region Botswana, to1find out1the relationship1between students' career aspirations and mathematics performance among form three learners in the Southeast sub-region, Botswana, to examine gender differences in students' attitudes, self-efficacy, and career aspirations for mathematics performance among Form three learners in the Southeast sub-region of Botswana and to establish a predictive model for mathematics achievement among form three learners in the Southeast sub-region of Botswana. The following theories guided the study: a) Affective, Behavioural, Cognitive (ABC) Model; b) Social Cognitive Theory; c) Social Cognitive Career Theory. A correlational research design was employed. The study targeted a population of 1320 form three students in 8 junior secondary schools in the Southeast sub-region, Botswana. Purposive sampling techniques were used to select form three. Furthermore, stratified random sampling techniques were utilized to choose a sample of four (4) schools and a sample size of 384 students. Moreover, simple random sampling was used to select 200 girls and 184 boys. Attitudes Towards Mathematics Inventory (ATMI), Mathematics Self-efficacy Scale, and STEM Career Interest Survey (STEM-CIS) were adapted as data collection instruments. Examination records served as a tool for measuring students' mathematics performance. In data analysis, both descriptive and inferential statistical procedures were used. The descriptive statistics involved percentages, frequencies, and tabulations, while inferential1statistics involved1Pearson Product Moment1correlation coefficient, multiple regression1and independent1t-test. The study hypotheses1were1tested at α = .05. The findings from the analysis revealed that attitudes towards mathematics had weak positive significant relationship with mathematics performance (r(374) = 0.33, p<.05). Further, Mathematics1self-efficacy1had a positive and significant1relationship with1mathematics performance (r(372) = 0.37, p<.05) and mathematics career aspiration had a positive and significant relationship with mathematics performance (r(374) = 0.38, p<.05) respectively. Attitudes towards mathematics was found to be the best predictor of mathematics performance scores, followed by mathematics self-efficacy and lastly mathematics career aspiration, which had a significant and positive predictive value β = 0,46, t(372) = 10.61, p = 0.00 and β = 0.31, t (372) = 5.33, p =0.00, β = 0.25, t(375) =4.28 respectively. It is hoped that the findings of this study would not only add to the existing knowledge in mathematics education and other research fields but also provide insights to policy makers and others stakeholders so as to formulate policies that would improve mathematics performance.Item Attitude towards Information Communications Technology and Interventions among Teacher Trainees in Public Primary Teacher Training Colleges in Machakos County, Kenya(Kenyatta University, 2024-11) Kilonzo, John MusyimiOver the past few years, Information and Communication Technology (ICT) has tremendously transformed the ways of teaching and learning. Recently, the Kenyan educational system has increasingly been financing the use of ICT devices into the educational sector. However, the teaching of the ICT subject in teacher colleges neglects students’ attitudes towards computers. This study sought to explore the attitude towards Information Communication Technology subject and intervention measures applied among primary school teacher trainees to promote a positive attitude towards ICT in public primary teacher training colleges in Machakos County in Kenya. The study was guided by the following objectives: to determine the proportions of teacher trainees’ attitudes towards ICT; to assess the challenges influencing teacher trainees attitudes towards computers; to establish the influence of computer experience on teacher trainees attitudes toward ICT; investigate the influence of specialisation in science or arts on teacher trainees attitudes towards ICT, establish gender differences in trainees’ attitude towards ICT and to find out the intervention measures on teacher trainees attitudes towards ICT in public teacher training colleges in Machakos County. This study was guided by B.F. Skinner’s operant conditioning theory (1954) and the social learning theory of Albert Bandura (1971). The descriptive survey designed was used for the research. The target population of the study was 400 second year teacher trainees. The investigation used Krejcie & Morgan (1970) formula to select the sample size of 49%. Simple random sampling technique was used to choose five out of the ten second year streams of the college for the study. It was hoped that the results were to be generalized to the entire country, Kenya. The study used a self-administered questionnaire to collect data from teacher trainees and the test-retest approach to determine the reliability of the instrument during piloting. The research tool's Cronbach's alpha was 0.76. The expert approval was used to test the validity of the instruments. The Statistical Package for Social Sciences (SPSS 26) was used to code and input the data, then analyse it using descriptive statistics. The data was presented in tables and in figures. The study found that the majority (93.3%) of the teacher trainees had a positive attitude towards ICT. The majority (74%) of the respondents cited the subject not being examined by the Kenya National Examinations Council as their greatest challenge to learning ICT in teacher training colleges. Results also showed trainees' positive attitudes toward computers were influenced by their duration of computer experience, although gender and their concentration in the sciences or the arts had little bearing on this. For the majority of trainees (88.8%), the primary intervention strategy utilized to foster positive attitudes toward ICT in the college consisted of ICT teachers persistently persuading trainees of the utility of ICT for them. In conclusion, the most significant challenge for the respondents, 74% was discouragement of learning of ICT in teacher Training colleges due to lack of a national examination for the subject. Therefore, this study recommends that, there should be a national examination for the ICT subject to encourage all trainees to learn ICT more seriously than before.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 Achievement Goal Orientation and Metacognition as Correlates of Academic Achievement among Form Two Students in Nairobi City County, Kenya(Kenyatta University, 2024-11) Mwangi,Elizabeth WanjaAcademic achievement is regarded as one of the important predictors of success worldwide. Nonetheless, poor academic achievement is rife in secondary schools in Nairobi City County. This has been attributed to many factors including academic stress, poor economic growth, and high crime rates. Studies worldwide have identified achievement goal orientation and metacognition as significant in predicting students' academic achievement. Noteworthy, there has been a relative dearth of studies on this area in Nairobi City County. Thus, the current study sought to determine the relationship between achievement goal orientation, metacognition, and the academic achievement of students in public secondary schools in Nairobi City County, Kenya. The study’s main objectives were: to find out the relationship between achievement goal orientation and academic achievement, to determine the relationship between metacognition and academic achievement, to establish whether there were gender differences in students’ achievement goal orientation and metacognition and finally to find out the relative predictive weight of achievement goal orientation and metacognition on academic achievement. The theoretical foundation of this study were achievement goal orientation theory (Nicholas,1984) and cognitive monitoring model (Flavell,1976). The study employed a correlational research design. A total of 363 form two students participated in the study. Nairobi City County was purposively selected as the area of the study due to its deteriorating poor academic achievement. Purposive sampling, stratified random sampling, simple random technique, and stratified proportionate sampling was used. Achievement Goal Questionnaire (R-AGQ) (Elliot et al.,2008) and Metacognitive Awareness Inventory (R-MAI) (Schraw et al., 1994) were used to collect data. Pro forma summary table was prepared to determine total scores in the seven subjects. Pilot study involved 60 form two pupils (30 boys and 30 girls) selected randomly from one of the secondary schools in Westland's Sub County and the school selected during pilot study was not considered in the main study. Pearson product moment correlation was used to determine relationship between predictors and the outcome variables. T-test for independent samples was used to examine gender differences in achievement goal orientation and metacognition, while Multiple regression was used to determine the variable that had higher prediction on academic achievement. Results of the study showed a significant relationship between achievement goal orientation and academic achievement r (363) =.03, p <.05. Approach and avoidance orientation subscales had a positive relationship with academic achievement. There was a significant relationship between metacognition and academic achievement r (363) =.13, p <.05. Metacognitive regulation had higher prediction with academic achievement. There were significant gender differences in achievement goal orientation and metacognition (t=3.28, df=2, p<.05). High levels of achievement goal orientation and metacognition were observed among boys than girls. The prediction equation of achievement goal orientation and metacognition was ŷ=6.35 + .06 AGO +.08 M. Metacognition had a prediction of (B= .08) and achievement goal orientation had a prediction of (B=.06). In conclusion, although achievement goal orientation and metacognition predicted academic achievement, metacognition predicted academic achievement more than achievement goal orientation. The results of this study are important and form a basis upon which curriculum developers can modify teacher training curriculum to help learners in thinking aloud and reflect on their learning as well as focusing more on content mastery for better academic achievement of students.Item School Climate and Selected Psychological Constructs as Correlates of School Satisfaction among Form Two Students in North-East Region, Botswana(Kenyatta University, 2024-11) Dokobe, GaleiponeThere is paucity of studies done on school climate, selected psychological constructs (academic resilience and academic self-concept) in relation to1school satisfaction in1the North East1Region, Botswana. Yet, the available studies globally reveal1inconsistent findings1on school1satisfaction over the years. This research sought to examine the correlation between school climate, selected psychological constructs1and school1satisfaction. The study was anchored on the Self -Determination1Theory and Flach`s1Theory of1Resilience. It was conducted in1the North1East Region, 1Botswana. All the 3514 Form 2 learners in118 public1 junior secondary1schools (JSS) were targeted. The research sample1included 9 junior1secondary schools1and 450 students. The1research methodology1was quantitative. A correlational research design was used. To select the study’s sample purposive sampling was1used first to obtain 1the North1East Region1and then the form two category. Further, proportionate1stratified sampling1technique was used 1to select samples of respondents from day1and boarding1schools. Moreover, the participating schools, classes and respondents were chosen through simple random sampling. Information was gathered through a1questionnaire for students1which comprised 35 items on1the Teacher Support1Scale, Peer Connectedness1Scale, Academic Resilience1Scale (ARS-6), Academic1Self-Concept Questionnaire and1 the School1 Satisfaction Scale. A sample comprising 46 learners from a single school took part in the pilot study to ensure accuracy and consistency of the1tools. Content1validity was1ascertained through1peer and expert1review while1internal consistency technique1was used1to assess the1reliability of the tools. Both descriptive and inferential statistics were analysed using SPSS version 25. The findings indicated that all relationships between school satisfaction and teacher support (r (444) = .30, p < 0.01); peer connectedness (r (444) = .35, p < .01); academic resilience (r (444) = .20 p < 0.01) and academic self-concept (r (444) = .26, p < .01) were statistically significant. Moderation analyses revealed that gender did1not have1a significant moderating1effect on the relationships between teacher support (β = -0.00, p = .988); peer connectedness (β = -0.18, p = .177) and school satisfaction. Conversely, gender moderated the relationship between academic resilience (β = -0.02, p = .048), academic self-concept (β = -0.18, p = .011) and school satisfaction. The findings have implications for the Ministry of Education, school managers, teachers, school counsellors, parents and other stakeholders to promote a positive school climate, academic resilience and academic self-concept through instituting effective students` support systems, peer mentoring programs, collaborative learning and teaching styles so as to bolster school satisfaction.Item Counselor’s Perception, Self-Stigma, Informal Support and Self-Concealment as Correlates of Help Seeking Behaviour among Secondary School Students in Laikipia County, Kenya(Kenyatta University, 2024-07) Maina, Caroline WangariLow help seeking behavior as evidenced by behavior problems such as student strikes, school arson, bullying and adolescent pregnancies among secondary school students has been an issue of concern in Laikipia West Sub County. The Ministry of Education (MoE) teamed up with the Kenya Institute of Curriculum Development to establish Life Skills subject in high schools, in order to improve guidance and counseling (G&C) functions. To help the MoE achieve its goal of enhancing G&C in secondary schools, understanding unresolved obstacles to finding psychological help will greatly aid teacher counselors' initiatives. In Kenya and in Laikipia West Sub County in particular few studies have been done on help seeking behavior in secondary schools an issue this study aimed to address. The research was based on the following objectives: to find out the relationship between perception of the counselor and help-seeking behavior among secondary school students, to find out the relationship between self-stigma and help-seeking behavior among secondary school students, to find out the relationship between informal support sources and help- seeking behavior among secondary school students and to find out the relationship between self-concealment and help- seeking behavior among secondary school students. 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 from 28 public secondary schools. The sample size of the study was 310 form three students from 10 schools which were sampled in all the categories of schools. The researcher used questionnaires to collect data from the sampled students. A pilot study was carried out to ascertain the validity of the instruments. Quantitative data gathered through a questionnaire were analyzed using descriptive and inferential statistics. The results indicated that there was a moderate positive correlation between perception of the counselor and help seeking behavior among the students, r (290) = .29, p < .05. There was a strong negative correlation between self-stigma and help seeking behavior, r (290) = -.58, p < .05. It was revealed that there was a moderate positive correlation between informal support sources and help-seeking, r (290) = .45, p < .05. There was a weak positive correlation between self-concealment and help-seeking, r (290) = .18, p < .05. The study recommended 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. Teachers and school heads should always guide and support students when faced with challenges to reduce self-stigmatization in order to enhance help-seeking behavior. Teachers and all other stakeholders in the education sector should work towards building informal support sources to ensure that those who fear approaching counselors seek help from informal sources. There is a need for the students to be encouraged to seek help whenever they are faced with challenges.Item Teacher Self-Efficacy and Task Motivation as Correlates of Learners’ Academic Achievement among Grade Seven in Kweneng Region, Botswana(Kenyatta University, 2024-11) Ntsayakgosi, IpatlelengPrimary school academic achievement forms the foundation for societal progress and the individual development of cognitive, emotional, and social competencies. However, in the Kweneng Region of Botswana, Primary School Leaving Examination (PSLE) scores have declined from 2018 to 2022. This is despite the government’s interventions and stakeholder efforts to raise educational standards. Therefore, this study aimed to investigate the correlation between teacher self-efficacy, motivation, and learners’ academic achievement among grade seven. Moreover, gender differences and the prediction of learners’ academic achievement from teacher self-efficacy and motivation were also analyzed. The Social Cognitive Theory and Cognitive Evaluation Theory were used to guide the study. The study adopted a correlational research design where 293 grade seven teachers across 92 schools in Kweneng Region Botswana were targeted. A blend of purposive and probability sampling techniques including stratified and simple random sampling was used to arrive at the study sample of 190 teachers. Data collection was through self-report measures administered in-person as well as student performance averages. The adapted scales Teacher Self-Efficacy Scale and the Work-Task Motivation Scale for Teachers (WTMST) were used in the measurement of the respective variables. To assess the reliability and validity of these instruments, a pilot study using 19 teachers was conducted from three primary schools. Peer reviews were used to check the content validity of the instruments whereas the Cronbach alpha coefficients were used to assess their reliability. The findings of the study are as follows; Bivariate correlational analyses revealed that both teacher self-efficacy (r (188) = .20, p < .01) and teacher task motivation (r (188) = .17, p < .01) had a significant positive relationship with learners’ academic achievement. Particularly for the specific domains of teacher self-efficacy, self-efficacy in instructional strategies had a comparatively stronger relationship with academic achievement, r (188) =.24 p < .01 whereas self- efficacy in student engagement had a weakest and non-significant relationship with learners’ academic achievement, r (188) = .11, p >.05. Conversely, independent samples t-test analyses established that there were no significant gender differences in both teacher self-efficacy (t (188) = -0.26, p > .05) and task motivation (t (188) = -1.55, p > .05). Lastly, multiple regression analyses established that teacher self-efficacy and teacher task motivation significantly predict learners’ academic achievement, F (2,188) = 5.46, p < .001, and accounted for 8.2% of the change in learners’ academic achievement. The study recommended that the Ministry of Education may consider inculcating self-efficacy in ongoing teacher professional development programs and have workshops. School management may consider fostering a positive work environment that recognizes teachers’ efforts and learners’ achievements in Kweneng Region, Botswana.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.