Academic Resilience and Self-Concept as Correlates of School Satisfaction among Form Two Students in the North East Region of Botswana

Galeipone Dokobe, Wawire Chrispus Wawire Koinange and PhD Rosemary Akinyi Olendo
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Galeipone Dokobe: Student, Department of Educational Psychology, Kenyatta University, Kenya.
Wawire Chrispus Wawire Koinange: Lecturer, Department of Educational Psychology, Kenyatta University, Kenya.
PhD Rosemary Akinyi Olendo: Lecturer, Department of Educational Psychology, Kenyatta University, Kenya.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 2765-2777

Abstract: There is paucity of studies on academic resilience, academic self-concept and school satisfaction in the North East Region, Botswana. Available studies globally revealed inconsistent findings on school satisfaction over the years. The research goal was to examine the correlation between academic resilience, academic self-concept and school satisfaction. The study was anchored on Flach`s Theory of Resilience and the Self Determination Theory. It targeted 3514 form two students in the 18 public Junior Secondary Schools in the North East Region, Botswana. Proportionate stratified and simple random sampling were used to select 450 respondents across 9 junior secondary schools to fill self-report measures. Academic Resilience Scale (ARS-6), Academic Self-Concept Questionnaire and the School Satisfaction Subscale from the Multidimensional Student Life Satisfaction Scale were used. Data was analysed using Pearson product moment correlation coefficient. The results revealed a significant, positive, albeit weak relationship between, academic resilience (r (444) = 20 p

Date: 2024
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