A Cluster Analysis of Identity Processing Styles and Educational and Psychological Variables Among TVET Students in the Nyanza Region of Kenya
This study investigated the link between identity processing styles, educational background, and psychological factors among engineering students in Kenyan TVET institutions in the Nyanza region. The research employs cluster analysis to identify student groups based on these variables. A total of 45...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2025
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| Sorozat: | EDUCATION SCIENCES
15 No. 2 |
| Tárgyszavak: | |
| doi: | 10.3390/educsci15020135 |
| mtmt: | 35712220 |
| Online Access: | http://publicatio.bibl.u-szeged.hu/36035 |
| Tartalmi kivonat: | This study investigated the link between identity processing styles, educational background, and psychological factors among engineering students in Kenyan TVET institutions in the Nyanza region. The research employs cluster analysis to identify student groups based on these variables. A total of 450 students from 15 public TVET institutions within the Nyanza region of Kenya comprised the study population. This pilot study included 110 students with ages ranging from 18 to 35 years. Data were collected by a self-administered online questionnaire. Based on cluster analysis, three groups of students were identified. The result revealed that 53.6% of the sample consisted of students with both diffuse-avoidant and normative identities; they were prone to academic procrastination and smartphone addiction and still possessed relatively higher levels of self-efficacy, life satisfaction, and academic performance/motivation. The second cluster included students with the highest level of informational identity (38.2%), good academic achievement, self-efficacy, optimism and life satisfaction, and motivation to learn. The third cluster consisted of students with low professional identity with poor academic performance and motivation, self-efficacy, and satisfaction with life (18.2%). The study’s findings can inform the development of targeted interventions to enhance student success and contribute to the effectiveness of vocational training programs. |
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| Terjedelem/Fizikai jellemzők: | 22 |
| ISSN: | 2227-7102 |