Njuguna, Winnie Wamaitha2024-09-262024-09-262024-06https://ir-library.ku.ac.ke/handle/123456789/28876A research project submitted in partial fulfillment of the requirements for the award of masters degree in educational psychology in the school of education and life long learning, Kenyatta University June, 2024 Supervisor: Rosemary OlendoThis 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.enThesis