School of Applied Human Sciences
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Browsing School of Applied Human Sciences by Subject "Academic performance"
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Item Assessment of Psychological Well-Being and Academic Performance of Students: A Case Study of Public Secondary Schools in Ongata Rongai Subcounty, Kajiado County, Kenya.(Daystar University, School of Applied Human Sciences, 2024) Onsongo, FionaThe motivation for this study arose from the increasing concern over the psychological well-being of adolescents and its impact on academic performance, particularly in the context of Kenyan secondary schools where mental health issues like depression, anxiety, and behavioural disorders were prevalent. There was an alarming correlation between unresolved psychological issues and poor academic performance, which could lead to school unrest, arson, and long-term mental health challenges. This study aimed to assess the impact of psychological well-being on academic performance among students in Nkoroi Mixed Secondary School and Kiserian Mixed Day Secondary School in Ongata Rongai, Kajiado County, Kenya. Specifically, the study examined the effects of autonomy, cooperation, positive self-concept, emotional control, and resilience on academic performance, with a focus on the moderating role of leadership. Grounded in Achievement Goal Theory and Ryff's Theoretical Model, the study employed a descriptive research design. The target population consisted of 1,200 students from the two schools, with a calculated sample size of 100 respondents selected using Green's formula. The study gathered primary data through structured questionnaires, administered using a drop-and-pick-later method. Pretesting was conducted at Nkaimurunya Mixed Secondary School with 20 students to ensure the reliability and validity of the data collection tool. Data analysis included both descriptive and inferential statistics. Descriptive statistics, such as mean, mode, median, and standard deviation, were used to summarize the central tendencies and variability of the data. Inferential statistics involved correlation and regression analyses, where correlation determined the strength and direction of the relationship between each independent variable (autonomy, cooperation, positive self-concept, emotional control, and resilience) and the dependent variable (academic performance). Regression analysis assessed the collective impact of the independent variables on academic performance and examined how leadership, as a moderating variable, influenced these relationships. The findings were presented using graphs and tables to enhance clarity and interpretation. Ethical considerations, including informed consent, confidentiality, and the right to withdraw, were strictly adhered to throughout the study. The study found a generally positive perception of academic performance among students, with significant positive correlations identified between academic performance and factors such as cooperation, resilience, positive self-concept, and emotional control, collectively explaining 47.5% of the variance in performance; notably, cooperation, positive self-concept, and resilience emerged as significant predictors of academic success. Autonomy was positively related to academic performance, yet it was not a significant predictor, indicating its limited influence compared to other factors. The findings underscored the critical role of leadership, which explained 62.3% of the variance in academic performance, emphasizing its impact as a moderating variable. In conclusion, while fostering autonomy is beneficial, it should be complemented by promoting cooperation, enhancing positive self-concept, and building resilience through targeted interventions. The study recommends that schools implement policies to empower students, prioritize collaborative learning strategies, and celebrate achievements to bolster self esteem, integrate emotional intelligence training, and foster inclusive leadership practice.