The purpose of this study was to evaluate the psychological effects of single parenthood on high school students' academic performance in Nakuru West, Nakuru County, Kenya, focusing on their coping mechanisms for emotional difficulties. Guided by Social Learning and Ecological Systems Theories, the study employed a descriptive research design with a mixed-methods approach. The target population included 3,803 students from selected secondary schools, with a sample of 101 students completing questionnaires (including the DASS-21 tool) and 26 participating in interviews. Data were analysed using SPSS, with descriptive statistics presented via means and standard deviations, and inferential statistics using t-tests, ANOVA, and regression analysis. Results were displayed in tables, pie charts, and bar graphs. Findings revealed that depression and stress significantly predicted academic performance (? = -.514, t = -5.957, p < 0.05), while coping strategies were not a significant predictor (? = .072, t = 0.719, p = 0.474). The study recommends training students in effective coping mechanisms, such as emotion-focused strategies, to mitigate psychological challenges. This research contributes to developing educational and psychological support policies to enhance academic achievement for students from single-parent families.
Jecinta Nyambura Waweru (Mon,) studied this question.
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