Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania
This study examined the association between psychological wellbeing and acquisition of Kiswahili pre-reading skills among pre-primary school children in Tanzania. It employed cross-sectional design and 403 pre-primary school children aged 5–7 years from 12 pre-primary schools in the country. Results...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Psychology |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311908.2024.2330243 |
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| author | Nabwera Rashid Faustine Bwire Masath Mabula Nkuba |
| author_facet | Nabwera Rashid Faustine Bwire Masath Mabula Nkuba |
| author_sort | Nabwera Rashid |
| collection | DOAJ |
| description | This study examined the association between psychological wellbeing and acquisition of Kiswahili pre-reading skills among pre-primary school children in Tanzania. It employed cross-sectional design and 403 pre-primary school children aged 5–7 years from 12 pre-primary schools in the country. Results revealed that 28% (n = 111) of children had psychological difficulties with conduct problems being the most prevalent among them. Meanwhile, 58% (n = 235) of the studied children scored below average on Kiswahili pre-reading skills test. Results of One-Way ANOVA analysis indicated significant differences in pre-primary school children’s mean scores on the level of psychological wellbeing (F (2,400) = 53.315, p<.001, η2 = .210)) and Kiswahili pre-reading skills (F (2,400) = 156.685, p < .001, η2 = .439)) between districts. Results of hierarchical regression indicated that internalizing (β = −.09) and externalizing (β = −.21) variables were significantly correlated with acquisition of Kiswahili pre-reading skills (ps<.05). The model variables explained 46% of the variance in pre-primary school children’s acquisition of Kiswahili pre-reading skills. Results confirm that psychological wellbeing significantly influences pre-primary school children’s acquisition of Kiswahili pre-reading skills. The study recommends intervention strategies to enhance pre-primary school children’s psychological wellbeing and Kiswahili pre-reading skills should be devised and implemented. |
| format | Article |
| id | doaj-art-0d2f2a6ca8d940638a3d0e4f3bc12c8c |
| institution | OA Journals |
| issn | 2331-1908 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Psychology |
| spelling | doaj-art-0d2f2a6ca8d940638a3d0e4f3bc12c8c2025-08-20T02:38:23ZengTaylor & Francis GroupCogent Psychology2331-19082024-12-0111110.1080/23311908.2024.2330243Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in TanzaniaNabwera Rashid0Faustine Bwire Masath1Mabula Nkuba2University of Dar es Salaam, Mkwawa University College of Education, Iringa, TanzaniaUniversity of Dar es Salaam, Dar es Salaam University College of Education, Dar es Salaam, TanzaniaUniversity of Dar es Salaam, Dar es Salaam University College of Education, Dar es Salaam, TanzaniaThis study examined the association between psychological wellbeing and acquisition of Kiswahili pre-reading skills among pre-primary school children in Tanzania. It employed cross-sectional design and 403 pre-primary school children aged 5–7 years from 12 pre-primary schools in the country. Results revealed that 28% (n = 111) of children had psychological difficulties with conduct problems being the most prevalent among them. Meanwhile, 58% (n = 235) of the studied children scored below average on Kiswahili pre-reading skills test. Results of One-Way ANOVA analysis indicated significant differences in pre-primary school children’s mean scores on the level of psychological wellbeing (F (2,400) = 53.315, p<.001, η2 = .210)) and Kiswahili pre-reading skills (F (2,400) = 156.685, p < .001, η2 = .439)) between districts. Results of hierarchical regression indicated that internalizing (β = −.09) and externalizing (β = −.21) variables were significantly correlated with acquisition of Kiswahili pre-reading skills (ps<.05). The model variables explained 46% of the variance in pre-primary school children’s acquisition of Kiswahili pre-reading skills. Results confirm that psychological wellbeing significantly influences pre-primary school children’s acquisition of Kiswahili pre-reading skills. The study recommends intervention strategies to enhance pre-primary school children’s psychological wellbeing and Kiswahili pre-reading skills should be devised and implemented.https://www.tandfonline.com/doi/10.1080/23311908.2024.2330243Psychological wellbeingpre-primary school childrenKiswahili pre-reading skillsVictoria Simms, University of Ulster: Ulster University, United KingdomEducational PsychologyMental Health |
| spellingShingle | Nabwera Rashid Faustine Bwire Masath Mabula Nkuba Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania Cogent Psychology Psychological wellbeing pre-primary school children Kiswahili pre-reading skills Victoria Simms, University of Ulster: Ulster University, United Kingdom Educational Psychology Mental Health |
| title | Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania |
| title_full | Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania |
| title_fullStr | Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania |
| title_full_unstemmed | Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania |
| title_short | Pre-primary school children’s psychological wellbeing and their association with Kiswahili pre-reading outcomes in Tanzania |
| title_sort | pre primary school children s psychological wellbeing and their association with kiswahili pre reading outcomes in tanzania |
| topic | Psychological wellbeing pre-primary school children Kiswahili pre-reading skills Victoria Simms, University of Ulster: Ulster University, United Kingdom Educational Psychology Mental Health |
| url | https://www.tandfonline.com/doi/10.1080/23311908.2024.2330243 |
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