Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya
| dc.contributor.author | Kositany, Conrad | |
| dc.contributor.author | Ireri, Anthony Muriithi | |
| dc.contributor.author | Wangeri, Tabitha | |
| dc.date.accessioned | 2024-10-16T12:58:18Z | |
| dc.date.available | 2024-10-16T12:58:18Z | |
| dc.date.issued | 2023 | |
| dc.description | Journal Article | |
| dc.description.abstract | 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. | |
| dc.identifier.citation | Conrad, K., Wangeri, T. & Muriithi, I.A. (2023). Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya. IOSR Journal of Research & Method in Education Vol. 13, Issue 5, Serial II. | |
| dc.identifier.issn | 2320–7388 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29198 | |
| dc.language.iso | en | |
| dc.publisher | IOSR Journal of Research & Method in Education | |
| dc.title | Identity Development as a Predictor of Academic Engagement among Undergraduate Students in Kenya | |
| dc.type | Article |