International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue X, October 2019 | ISSN 2321–2705

Relationship between Self-efficacy and Academic Buoyancy among form three Students in Selected Secondary Schools in Migori County, Kenya

Rosemary Akinyi Olendo^1*, Dr. Wawire Chrispus Koinange², Dr. Doyne Mugambi³

¹PhD Student, Department of Educational Psychology, Kenyatta University, P. O. Box 43844-00100, Kenya
^2,3PhD, Lecturer, Department of Educational Psychology, Kenyatta University, P. O. Box 43844-00100, Kenya
*Corresponding Author

Abstract: – The study explored the relationship between self-efficacy and academic buoyancy among form three students in Migori County. A mixed methods design was adopted for the study. The sample comprised 252 girls and 217 boys drawn from both public and private schools within the County. A student questionnaire and an interview schedule were used to collect data from the participants. Data on students’ academic achievement was collected through document analysis of their past academic records. Analyses of the obtained data were done using both descriptive and inferential analysis. The study revealed that more students were on the high level of self-efficacy (59.1%) and more students had a moderate (39.1%) level of academic buoyancy. It was further revealed that self-efficacy predicted students’ academic buoyancy and additionally, that there was no significant gender difference among the participants in both constructs. The study recommended that stakeholders employ interventions aimed at bolstering students’ level of self-efficacy, since it is amenable to change, in order to improve academic buoyancy.

Key words: relationship, academic buoyancy, self-efficacy, secondary schools, students.

I. INTRODUCTION.

Within academic environments, there exist different challenges. Some of these challenges are acute or chronic in nature and therefore require academic resilience (Martin & Marsh, 2006). However those that are minor and of an everyday nature such as meeting of set deadlines, intermittent failure in examinations, negative feedbacks when expectations are not met or constant push by parents and teachers on a student to perform better, require academic buoyancy (Martin & Marsh 2009).