ArticleBMC psychology2025
Students'psychological patterns and academic performance in public secondary schools in Kazo District, Uganda: a quantitative analysis.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study investigates students' psychological patterns and academic performance in public secondary schools in Kazo district, Uganda. METHODOLOGY: This study employed a cross-sectional research design and a quantitative methodology. The population comprised 697 secondary school students in Kazo District, with a sample size of 254 selected using Yamane's technique. A simple random selection method was employed to pick the students who took part in the study. The data gathering instrument received validation from five specialists in educational administration and management. The research produced a reliability index of 0.842 for the students' questionnaire, calculated using Cronbach's alpha. A self-administered questionnaire gathered quantitative data for the study, which was analyzed employing descriptive statistics.
findingsThe results indicate that students in Kazo exhibit strong self-efficacy and confidence in their academic capabilities, which contributes positively to their motivation and engagement in learning, but there is a need to look at time management and pressure from academics to foster performance. The results also reveal that students have strong intrinsic motivation, which is linked to happiness in learning, and the importance of education to achieve future goals, whereas extrinsic factors such as parental or teacher supervision motivate the students. Finally, the study shows that there is a need for an effective support system to reduce academic stress and improve student academic performance.
conclusionThe integration of strong self-efficacy and intrinsic motivation among students positively influences their academic performance, whereas challenges such as anxiety, time management, and external pressures underscore the need for supportive resources. RECOMMENDATIONS: On the basis of the research findings, secondary schools should organize and implement workshops that focus on time management and study skills, which provide access to academic counseling for students facing challenges, fostering a positive learning environment that requires promoting intrinsic motivation through interactive teaching methods.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.