Relationship between Needs-Supportive Learning Environment and Academic Self-Sabotaging Behavior among Form Two Studentsin Meru County, Kenya

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dc.contributor.authorKabira, Judith Kamathi
dc.contributor.authorMugambi, Doyne Kageni
dc.contributor.authorWawire, Chrispus Koinange
dc.contributor.authorIreri, Anthony Muriithi
dc.date.accessioned2026-01-20T08:16:21Z
dc.date.available2026-01-20T08:16:21Z
dc.date.issued2025-07
dc.descriptionJournal Article
dc.description.abstractAcademic self-sabotaging behavior is a prevalent problem among Form Two students in Kenya, beinglinked to lower academic achievement, academic anxiety, academic stress, and poor mental health. Existing research has consistently linked basic psychological needs (BPN) satisfaction to less academicself-sabotaging behavior. Despite this, there is a relative dearth of studies exploring this area in the Kenyancontext. Therefore, the current study examined how basic psychological needs-supportive learning environment relate to academic self-sabotaging behavior, with self-determination theory (SDT) as thetheoretical basis, and a convergent parallel mixed-methods research design. The quantitative study samplecomprised 400 students (215 boys; 185 girls) drawn using proportionate stratified and simple randomsampling. The qualitative study sample included 20 students drawn using purposive criterion sampling.Data for quantitative study was collected using Basic Psychological Needs Satisfaction and FrustrationScale (BPNSFS; Chen et al., 2015) and Academic Self-Handicapping Scale (Midgley & Urdan, 2001).Qualitative data collection tools was a semi-structured interview schedule. Study results revealed a weak,negative and statistically significant correlation between needs-supportive learning environment andacademic self-sabotaging behavior (r(396)= -.14; p< .01). Qualitative findings complemented theseresults, revealing that a learning environment that supported students’ needs of autonomy, competence,and relatedness promoted high level of adaptive learning behaviors. The study recommends that schoolsshould promote an autonomy-supportive school environment that meets students’ basic psychologicalneeds (BPN) to reduce academic self-sabotaging behavior
dc.identifier.citationKabira, J. K., Mugambi, D. K., Wawire, C. K., & Ireri, A. M. (2025). Relationship Between Needs-Supportive Learning Environment and Academic Self-Sabotaging Behavior Among Form Two Students in Meru County, Kenya. ANIMA Indonesian Psychological Journal, 40(2), E05-E05.
dc.identifier.issn0215-0158
dc.identifier.issn2620-5963
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/32113
dc.language.isoen
dc.publisherANIMA Indonesian Psychological Journal
dc.titleRelationship between Needs-Supportive Learning Environment and Academic Self-Sabotaging Behavior among Form Two Studentsin Meru County, Kenya
dc.title.alternativeHubungan Antara Lingkungan Belajar yang Mendukung Kebutuhan dan Perilaku Sabotase Diri Akademik Pada Siswa Form Twodi Meru County, Kenya
dc.typeArticle
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