Relationship Between Parental Academic Support and Psychological Well-Being Among Adolescent Learners in Public Junior Schools in Kiambu Sub-County, Kenya

The purpose of the study was to examine the relationship between parental academic support and psychological well-being among adolescent learners in public junior schools in Kiambu sub-county, Kenya. The study’s research question was: What is the relationship between parental academic support and the psychological well-being of adolescent learners in public junior schools in Kiambu Sub-County? The study was guided by the Theory of Psychological Well-being by Carol Ryff. An explanatory sequential mixed-methods research design was adopted, involving the collection of quantitative data through questionnaires and qualitative data through interview guides and document analysis. The target population comprised 21 public junior schools, 6,294 learners, 122 teachers, and 63 parents. Stratified random sampling was used to select six schools, while simple random sampling was used to select 362 learners and 36 teachers. Purposive sampling was applied to select 18 parents for interviews. Data collection instruments included structured questionnaires, the Carol Ryff Psychological Well-Being Scale, interview guides, and document analysis guides. Instrument validity was established through expert review and pilot testing, while reliability was determined using Cronbach’s alpha coefficient. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis, whereas qualitative data were analyzed thematically and presented through narrative descriptions and verbatim quotations. The study found that parental engagement significantly influenced adolescent learners’ psychological well-being, with academic support showing the strongest relationship (r = .730, p = .000). Emotional support, role modelling, and school participation also contributed positively. The study concluded that consistent parental involvement enhances confidence, resilience, motivation, and belonging, recommending stronger parent-school partnerships and supportive parenting practices to promote learners’ well-being.