Relationship Between Self-Efficacy and Aggressive Behaviour Among Secondary School Students in Ainabkoi Sub-County, Kenya

This study was conducted in light of concern that aggressive behaviour among secondary school students in Ainabkoi sub-county. The study examined the influence of self-efficacy on aggressive behaviour among secondary school students in Ainabkoi Sub-County, Kenya. Guided by Albert Bandura’s Social Cognitive Theory, the research was anchored on the idea that individuals’ beliefs in their capabilities affect their behaviour, motivation, and emotional control. The study focused on academic self-efficacy and how it relates to aggressive behaviour. A correlational research design was adopted, targeting 9263 students from selected secondary schools. Stratified random sampling was used to obtain a representative sample of 370 students and 34 deputy principals, while data were collected through structured questionnaires. Content validity of the research instruments was ensured through advice from experts. Instruments were developed based on research questions. Analysis involved both descriptive and inferential statistics. Data collected was analysed by generating frequency distribution tables to show the frequencies of participants on each variable. The influence between self-efficacy and aggressive behaviour was computed using Pearson correlation analysis, while linear regression analysis was used to determine the influence of the independent variables on the dependent variable. The findings were beneficial to counsellors, teachers, and Ministry of Education officials in providing insight into the influence of self-efficacy and aggressive behaviour. The study findings indicated that academic self-efficacy (β = -0.172; p< 0.05) had a negative and significant relationship with aggressive behaviour among secondary school students in Ainabkoi sub-County. The findings revealed a significant negative relationship between self-efficacy and aggressive behaviour. Students with higher levels of self-efficacy were less likely to exhibit aggression. The study concludes that enhancing self-efficacy, especially emotional regulation, is key to reducing aggression among adolescents. It recommends that schools integrate self-efficacy-strengthening programs into counselling and behavioural management strategies to promote positive student conduct and a more supportive learning environment.