Psychological Capital as a Predictor of Academic Achievement among Form Three Students in Mombasa County, Kenya

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dc.contributor.authorNdonye, Lynnette Maria
dc.contributor.authorMutua, Josephine Ngina
dc.contributor.authorOluoch, James
dc.date.accessioned2024-06-06T07:45:56Z
dc.date.available2024-06-06T07:45:56Z
dc.date.issued2023
dc.descriptionArticleen_US
dc.description.abstractAcademic 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.en_US
dc.identifier.citationNdonye, L. M., Mutua, J. N., & Oluoch, J. (2024). Psychological Capital As A Predictor Of Academic Achievement Among Form Three Students In Mombasa County, Kenya. Journal of Popular Education in Africa, 8(5), 57-73.en_US
dc.identifier.urihttps://kenyasocialscienceforum.wordpress.com/wp-content/uploads/2024/05/pdf-ndonye-psychological-capital-in-academic-achievement-among-students-in-mombasa-county-kenya.pdf
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/28296
dc.language.isoenen_US
dc.publisherJOPEAen_US
dc.subjectPsychological Capitalen_US
dc.subjectPredictor of Academic Achievementen_US
dc.subjectForm Three Studentsen_US
dc.subjectMombasa Countyen_US
dc.subjectKenyaen_US
dc.titlePsychological Capital as a Predictor of Academic Achievement among Form Three Students in Mombasa County, Kenyaen_US
dc.typeArticleen_US
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