dc.contributor.author |
Aomo, John A. |
|
dc.contributor.author |
Raburu, Pamela |
|
dc.contributor.author |
Aloka, Peter J. |
|
dc.contributor.author |
Ogolla, Peter O. |
|
dc.date.accessioned |
2019-11-01T10:21:12Z |
|
dc.date.available |
2019-11-01T10:21:12Z |
|
dc.date.issued |
2018 |
|
dc.identifier.citation |
International Journal of Applied Psychology, 8(1): 12-15 2018 |
en_US |
dc.identifier.issn |
2168-5010 |
|
dc.identifier.issn |
2168-5029 |
|
dc.identifier.uri |
http://article.sapub.org/10.5923.j.ijap.20180801.03.html |
|
dc.identifier.uri |
http://repository.seku.ac.ke/handle/123456789/5260 |
|
dc.description |
DOI: 10.5923/j.ijap.20180801.03 |
en_US |
dc.description.abstract |
The study examined the relationship between self-efficacy and indulgence in behavior problems among students in selected Kenyan secondary schools. A correlation survey Design was adopted. The target population was 11479 form three students drawn from three Sub Counties in Kenya, and the sample size comprised 386 students. The general self-efficacy and indulgence in Behaviour problem questionnaires were used to collect data. A bivariate correlation (zero-order) was used to analyze data with the aid of SPSS. The finding revealed students self-efficacy and indulgence in behavior problems were moderately negatively correlated r(347) = -.416, P= .012. It was concluded that student’s self-efficacy and indulgence in behavior problems were significantly correlated, however the study showed that their relationship was inverse; high self-efficacy associated with low level of indulgence in behavior problems and vice –versa. The computation of a coefficient of determination, established that the two variables showed a significant proportion of their variance, r2 = 17.3 percent of that variance. This indicated that 17 percent of the variance in respondents scores on the indulgence to behavior problems being explained by student’s self-efficacy alone. The parents also should identify the best parenting practices that promote students self-efficacy, so that at school level they will be fully adjusted to following learning instructions other than involving in behaviour problems |
en_US |
dc.language.iso |
en |
en_US |
dc.subject |
Self-Efficacy |
en_US |
dc.subject |
Behaviour Problem |
en_US |
dc.subject |
Secondary School |
en_US |
dc.subject |
Students |
en_US |
dc.title |
Relationship between self-efficacy and Indulgence in Behaviour Problems among Kenyan Secondary Students |
en_US |
dc.type |
Article |
en_US |