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All Journal ANIMA Indonesian Psychological Journal Profesi Pendidikan Dasar
Kabira, Judith Kamathi
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Education Mathematics Social Sciences Other

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Cognitive Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya Muthengi, Deborah Mwikali; Kabira, Judith Kamathi; Ireri, Anthony Muriithi
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.muthengi

Abstract

Primary school education in Kenya struggles with many pupils not finishing school, which is a significant issue for both individuals and society. Academic engagement is a vital but often debated factor for educational success, yet research on this in Kenya is limited. This study explored the connection between cognitive academic engagement and pupils’ intention to complete school in Tharaka Nithi County, Kenya. Guided by social cognitive theory and using correlational design, this study targeted all 12,250 pupils in 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in grades six, seven, and eight completed the questionnaires. Research instruments were piloted with 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlation between cognitive academic engagement and school completion intention (r (283) = 0.50, p <.01). Regression analysis revealed that cognitive academic engagement significantly predicted school completion intention (F (1, 283) = 92.25, P = .00), accounting for only 24.60% of variability in this intention. Pupils' academic engagement significantly influences their intention to leave primary school early, suggesting schools should improve this engagement
Hubungan Antara Lingkungan Belajar yang Mendukung Kebutuhan dan Perilaku Sabotase Diri Akademik pada Siswa Form Two di Meru County, Kenya Kabira, Judith Kamathi; Mugambi, Doyne Kageni; Wawire, Chrispus Koinange; Ireri, Anthony Muriithi
ANIMA Indonesian Psychological Journal Vol 40 No 2 (2025): ANIMA Indonesian Psychological Journal (Vol. 40, No. 2, 2025)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v40i2.7322

Abstract

Academic self-sabotaging behavior is a prevalent problem among Form Two students in Kenya, being linked to lower academic achievement, academic anxiety, academic stress, and poor mental health. Existing research has consistently linked basic psychological needs (BPN) satisfaction to less academic self-sabotaging behavior. Despite this, there is a relative dearth of studies exploring this area in the Kenyan context. Therefore, the current study examined how basic psychological needs-supportive learning environment relate to academic self-sabotaging behavior, with self-determination theory (SDT) as the theoretical basis, and a convergent parallel mixed-methods research design. The quantitative study sample comprised 400 students (215 boys; 185 girls) drawn using proportionate stratified and simple random sampling. The qualitative study sample included 20 students drawn using purposive criterion sampling. Data for quantitative study was collected using Basic Psychological Needs Satisfaction and Frustration Scale (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 and academic self-sabotaging behavior (r(396) = - .14; p < .01). Qualitative findings complemented these results, 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 schools should promote an autonomy-supportive school environment that meets students’ basic psychological needs (BPN) to reduce academic self-sabotaging behavior.
Co-Authors Ireri, Anthony Muriithi Mugambi, Doyne Kageni Muthengi, Deborah Mwikali Wawire, Chrispus Koinange