Relationship between Dispositional Optimism and Academic Achievement of Form Two Students in Nyandarua County, Kenya

Kamau Anne, Prof. Theresia Kinai, Dr. Doyne Mugambi

Academic achievement,dispositional optimism, optimism, pessimism.

The purpose of this research was to examine the existing relationship between dispositional optimism and academic achievement of form two students inNyandarua County, Kenya. The research was guided by Expectancy-Value theory and Stage-Environment Fit theory. Convergent mixed methods research design was adopted. The target population consisted of 16,813 form two learners within 173 public high schools in Nyandarua County. Purposive, stratified, proportionate and random sampling were used to select 391 students from 10 schools. Quantitative data were collected using a self-reported questionnaire comprising of items from the Life Orientation Test Revised. Students’ academic achievement scores were obtained from school academic records. Qualitative data were collected through a semi-structured interview schedule. Using SPSS, quantitative data were analyzed descriptively and inferentially. Qualitative data were analyzed thematically as per the objectives of the study. The results indicated a significant positive correlation (r (376) = 0.46, p < .01) between dispositional optimism and academic achievement. Between the sub scales of dispositional optimism, optimism correlated positively (r (376) = 0.60, p < .01) with the respondents’ academic achievement while pessimism correlated negatively (r (376) = -0.40, p < .01) with academic achievement. From the findings, the study recommends that teachers and parents should foster positive expectations and intrinsic motivation among learners. The utility value for education should be nurtured within a stimulating learning environment so that learners can desire to set and attain academic goals.

https://doi.org/10.31871/WJRR.19.3.9