Emotional Intelligence as A Predictor of Academic Stress Among Adolescents in Selected Public Mixed Day Secondary Schools in Kasarani Sub-County, Nairobi County, Kenya
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Date
2024-08-15
Authors
MARY WANJIRU GITONGA
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Publisher
PAC University
Abstract
The exponential growth of modernity in this era presents a challenge for adolescents, as it increases academic stress levels. This study examined whether emotional intelligence is a predictor of academic stress among adolescents in selected public mixed day secondary schools in Kasarani Sub-County, Nairobi County, Kenya. The objectives of the study were to: find out whether self- awareness influences academic stress among adolescents. To investigate the effect of self-management on academic stress among adolescents, to establish the influence of social-awareness on academic stress among adolescents and to determine the effect of social skills on academic stress among adolescents in selected public mixed day secondary schools in Kasarani sub-county. Goleman's (1995) Emotional Intelligence Model was used as the theoretical framework for the study. A quantitative ex-post facto research design was used. The target population was 7177 adolescents aged between 13-19 years from selected public mixed day secondary schools in Kasarani Sub-County, Nairobi City County. A sample size of was 368 determined using Krejcie and Morgan (1970). The instruments used to collect data were adapted questionnaire and the Perceived Stress Scale (PSS). The data was analyzed using descriptive and inferential statistics with the help of Statistical Package for Social Sciences (SPSS) Version 26. The findings of the study was that emotional intelligence contributes to academic stress and in particular self-management. Self-awareness demonstrated a weak negative correlation (r=.-.130, p=.022) null hypothesis (HO1 which stated that there was no relationship between self-awareness and academic stress) was rejected. Self-management demonstrated a weak negative correlation (r= -.218, p=.000) the null hypothesis (H02) was rejected which stated that there was no relationship between self- management and academic stress as the results showed that there was a relationship. The null hypothesis (H03) was rejected as data showed a weak, negative relationship between the two variables (r = - .218, n = 324, p < .05) but the results indicated there was a relationship. The null hypothesis (HO4) was accepted as the results demonstrated a weak negative correlation (r= -.058, p=.330) but showed there was no significant relationship as 0.330 was more than 0.05. The findings would add value to Counselling Psychology since the results indicate that self-management contributes to academic stress, counsellors need to emphasis that while dealing with students. Marriage and Family therapists need to talk to parents who have children in school to talk to their children on improving self-management skills. The government as well should include self-management skills in school curriculum since the results indicated that self-management contributes to academic stress. From the findings of this study self-management contributed significantly to academic stress and therefore it is recommended that schools should focus on measures to enhance self-management in order to reduce academic stress.