Relationship Between Self-Directed Learning Readiness and Student Stress Among First-Year Undergraduate Students in Private Universities in Lang’ata Sub-County, Nairobi, Kenya

First-year university students often face serious challenges adapting from the structured, teacher-led instruction of high school to the autonomy required in self-directed learning environments. This abrupt academic shift frequently leads to increased stress levels, with implications for both academic performance and student well-being. Addressing this issue requires a focused examination of the link between students’ readiness for self-directed learning and the stress they experience. This study investigated the relationship between self-directed learning readiness and student stress among first-year undergraduates in selected private universities in Lang’ata Sub-county, Kenya. Guided by Self-Determination and Self-Efficacy theories, the study adopted a quantitative correlational design. Data were collected using the Self-Directed Learning Readiness Scale and the Student Stress Inventory from a sample of 387 students selected through stratified random sampling. Results revealed a weak statistically significant positive correlation between self-directed learning readiness and student stress (r = .231, p < .001), indicating that higher readiness may be associated with increased stress possibly due to contextual challenges or lack of support systems. These findings offer important insights into the stressors of academic independence and underscore the need for targeted support strategies for first-year students in private universities.