Correlation between Positive Psychology and Student Outcomes in Selected Secondary Schools in Kasarani, Nairobi County, Kenya

Nelly Adhiambo Onyango Wasuna
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Nelly Adhiambo Onyango Wasuna: Adjunct Lecturer, KCA University

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 3, 44-54

Abstract: Positive psychology advocates for a shift in perspective, encouraging individuals to view the world as full of growth opportunities rather than being overwhelmed by problems. In Kenya, research on the impact of positive psychology on student outcomes is still limited, and the recognition of its role in education is relatively recent. This is reflected in the Ministry of Education’s mentorship policy, which aims to empower learners to reach their full potential. The present study responded to the Ministry’s call for more research on positive psychology in Kenya, specifically focusing on examining the impact of positive psychology dimensions on student outcomes in Kasarani Sub-County. The study was anchored on social cognitive theory and employed a correlational research design. The research was conducted in secondary schools within Kasarani Sub-County, Nairobi, Kenya. Together, the schools had a student population of approximately 17,224. A sample of 100 students was selected using stratified sampling to ensure proportional representation from both public and private schools. Data was collected using the Scale of Positive and Negative Experience (SPANE) and the Positive Personality Traits Questionnaire (PPTQ). Data was analyzed using correlation and regression techniques in SPSS version 23. Regression analysis revealed that positive psychology explained 34.9 % of the variance in student outcomes to a statistically significant degree; (R2=.349, p

Date: 2025
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