The Influence of Peer-Related Factors on the Psychosocial Adjustment of Students in Public Secondary Schools in Bomet County, Kenya

Abstract

The purpose of this study is to examine the influence of peer-related factors on the psychosocial adjustment of students in public secondary schools in Bomet County, Kenya. Psychosocial adjustment is demanded of students once they enter secondary school. Numerous research on psychosocial adjustment done have not examined the impact of peer-related factors on students' psychosocial adjustment. Psychosocial and social-ecological theories served as the study's foundation. Convergent parallel mixed research design and the pragmatic research philosophy were employed. Data was gathered from form three pupils, guidance and counselling teachers, and deputy principals. With 555 participants, a sample of 88 public secondary schools was selected from a total of 294 secondary schools in Bomet County. Interview schedules and questionnaires were used as data collection tools. Both quantitative and qualitative data were gathered, and they were analysed thematically and using descriptive statistics, respectively. According to the study, the majority of public secondary schools had created initiatives to increase students' awareness of the negative effects of peer-related factors; students' psychosocial adjustment was found to have a strong positive significant relationship with peer-related factors (r=0.615). According to the study's findings, students who have experienced peer-related problems can benefit from advice and counselling in order to successfully adjust to school. According to the study, schools should implement a program to evaluate students' peer-related factors, raise awareness of the guidance and counselling services that are available, and encourage students to seek assistance from the department whenever they encounter problems that they are unable to handle in class.