Social comparison and academic buoyancy among freshmen in one selected public university

The study examined the relationship between social comparison and academic buoyancy among freshmen in one selected public university in Kenya. The study adopted cross-sectional survey research design. The social comparison and academic buoyancy scales were used to collect data. The sample size of the study consisted of 213 freshmen from one selected public university in the western part of Kenya. The data collected were analyzed using descriptive statistics, and inferential statistics, such as Pearson correlation coefficient and regression analysis statistical techniques. It was established, that there was a low positive (r=0.187, n=213, p=0.006) relationship between social comparison and academic buoyancy among the first year university students. The social comparison regression model was adequate to predict the level of academic buoyancy among first year university students, [F (1, 211)=7.641, p=0.006, accounting for 3.5 % (R2=0.035)] of the variation in academic buoyancy levels. The study recommends that counseling staff at universities should develop specific orientation programmes to enhance the academic buoyancy of freshmen with inappropriate social comparisons. Future studies could also focus on institutional based factors, influencing academic buoyancy among freshmen at universities

Relationship between self-handicapping and academic buoyancy among final year students in secondary schools

The study examined the relationship between self-handicapping and academic buoyancy among final year students in secondary schools in Nsukka education zone of Enugu State of Nigeria. This study adopted the cross-sectional survey research design. Through multistage sampling technique, 120 final year students were selected. The questionnaires, such as Academic Buoyancy Scale (ABS) and Self-handicapping Scale were used to collect data. The internal validity of self-handicapping and academic buoyancy scales were ascertained using the Bartlett’s tests for Sphericity and it was reported to be highly significant (p< 0.05). The internal consistency of the questionnaires was ensured by using the Cronbach's alpha and a value of 0.844 and 0.867 was reported for the self-handicapping and academic buoyancy scales respectively. The quantitative data from questionnaires was analyzed using both descriptive and inferential statistics. The results showed that there was low negative insignificant relationship between the two variables (Beta=-.105; R=-.105; p < .253), indicating that high level self-handicapping is negatively associated with academic buoyancy among final year students in secondary schools. The study recommends that student counselors should develop structured and comprehensive cognitive behavioral therapy sessions to enhance the self-handicapping of final year students in secondary schools

Relationship between Selected Personal Determinants and Examination Cheating among Kenyan Secondary School Students

The present study investigated the relationship between selected personal determinants and examination cheating among Kenyan secondary school students. This study used a Sequential Explanatory design. The target population was 51,900 students in Kisumu County within 153 public secondary schools categorized as 2 National secondary schools, 21 extra county schools, and 130 county and sub-county schools. A simple random sampling technique was used to determine sample size which comprised of 380 respondents since the study was confined within specific ecological boundary which was public secondary schools. Data collection instruments included questionnaires, for general data collection from the respondents and in-depth interview schedules for one to one interview of respondents. The finding of the study shows that there was statistically significant positive correlation (r=.592, n=360,