Emotional Behaviour as a Predictor of Academic Achievement among Form Three Students in Lower Yatta Sub-County, Kitui County, Kenya

Abstract

Academic performance among secondary school learners in Kenya remains a persistent challenge, particularly in rural regions where structural and psychological barriers hinder student success. Most of the discussions surrounding achievement centred upon cognitive capabilities, yet an equally large number of non-cognitive factors (emotional behaviours) do play a significant role in influencing an individual's academic performance. The study aimed to investigate how emotional behaviours affect Form Three students’ academic performance in Lower Yatta Sub-county (in Kenya). This research project was underpinned by Social Cognitive and Self-Determination theories. A descriptive correlational methodology was used; data were collected from 672 students and 30 teachers via questionnaires as well as interviews. Data analysis employed Pearson correlation analysis, which indicated there was a moderately negative, statistically significant correlation (r = -0.42, p < 0.01) between the level of emotional distress (anxiety, frustration, & instability) demonstrated by an individual and the academic performance of the same student. Teachers reported that emotional performance barriers had a detrimental effect on their level of concentration, engagement and effort during learning. The study also identified gender differences; girls internally demonstrated emotional distress, whereas boys externally demonstrated emotional distress (through exhibiting disruptive behaviours). The research concludes that emotional behaviour has a significant impact on academic achievement. It recommends that there should be an increase in the guidance and counselling resources available to students by adding programme components that focus on socio-emotional learning as well as implementing gender-responsive interventions that promote both academic performance and emotional well-being.