Relationship Between Self-Directed Learning Readiness and Student Stress Among First-Year Undergraduate Students in Private Universities in Lang’ata Sub-County, Nairobi, Kenya.
Date
2025-06
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Publisher
Tangaza University
Abstract
The transition from teacher-led instruction in high school to self-directed learning readiness (SDLR) at the university level presents significant psychological challenges for first-year undergraduate students. This study investigated the relationship between self-directed learning readiness (SDLR) and student stress (SS) among first-year undergraduates in private universities in Lang’ata Sub-county, Kenya. Guided by four research objectives, the study assessed levels of SDLR and SS, examined the relationship between demographic characteristics and SS, and explored the correlation between SDLR and SS. Grounded by Self-Determination and Self-Efficacy theories, the study employed a quantitative correlational design. A stratified random sample of 387 students was drawn from a population of 4,217 from selected private universities in Lang’ata Sub-county. Data was collected using the SDLR and Student Stress Inventory scales and analyzed using SPSS-25. Descriptive statistics, including demographic characteristics, were analyzed using frequencies, while inferential statistics examining relationships were conducted using Chi-square, and Pearson's correlation tests. Findings revealed that the mean SDLR score was 1.97 (SD = 0.917), indicating substantial variability, while the mean SS score was 1.84 (SD = 0.524), revealing moderate stress levels. Significant relationship in SS was found based on age χ² (8, N = 382) = 44.65, p < .00, university attended (F(3, 378) = 41.81, p < .001), place of residence χ² (8, N = 382) = 23.60, p = .003, and mode of study χ² (2, N = 382) = 8.07, p = .018. However, no significant relationships were observed by gender or perceived family support. A modest but significant positive correlation was found between SDLR and SS (r = .231, p < .001), suggesting that increased readiness for self-directed learning may be associated with higher stress. These findings underscore the need to promote SDLR alongside targeted stress management interventions for first-year undergraduate students.