School of Psychology Collection
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ItemMusic therapy, mental health and academic performance among year two BASS students majoring in psychology at Makerere University(Makerere University, 2024)The purpose of the study was to examine the relationship between music therapy, mental health and academic performance among year two BASS students majoring in Psychology at Makerere University. The sample size consisted of 80 male and female students. A correlational study design was used to establish the relationship between music therapy, mental health and academic performance among the students.Pearson’s Correlation Coefficient (r) was used to determine the level of significance of the hypotheses. The results indicated that there was a positive statistical significant relationship between music therapy and academic performance (r = .648, p = .000); music therapy and mental health (r= .347, p = .002); mental health and academic performance (r= .457, p= .000). It was concluded that their need to improve on mental health among year two BASS students majoring in Psychology at Makerere University through music therapy hence promoting their academic performance. Educational campaigns on mental health issues, mental disorders and available support resources should be put in place. Such campaigns may involve lectures, online courses aimed at raising students awareness of the signs and symptoms of mental disorders, as well as methods of preventing and treating them.
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ItemSocial support, self-esteem and depression among students of Makerere University(Makerere University, 2023)The study investigated the relationship between Social support, self-esteem and Depression among students of Makerere University. A quantitative approach was adopted in which only a quantitative data collection tool was used. Data was collected from 150 both male female adolescents using questionnaires. The data was analyzed using descriptive and inferential statistics in terms of correlations. The results of the study revealed that there is a significant relationship between social support and self-esteem. Implying that students with high social support has high self-esteem. The results also showed that there is a significant relationship between self-esteem and depression. Implying that even when students have high self-esteem they still experience high levels of depression. Lastly the results showed that there is a negative significant relationship between social support and depression. Implying that students with high levels of social support experience low levels of depression.
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ItemEmotional intelligence, sexual harassment and academic performance among Makerere University Students(Makerere University, 2025)This study examined the relationships between Emotional Intelligence, Sexual Harassment, and Academic Performance among second- and third-year psychology students at Makerere University. Using a correlational research design, data was collected from a sample of 58 students, selected from a population of 70. The study aimed to determine whether Emotional Intelligence and experiences of Sexual Harassment significantly influence Academic Performance. The results indicated no significant correlations between Emotional Intelligence and Academic Performance, Emotional Intelligence and Sexual Harassment, or Sexual Harassment and Academic Performance within this group. These findings suggest that Emotional Intelligence and Sexual Harassment may not directly impact students’ academic outcomes in this context. The study highlights the need for further research to explore other factors that might affect academic success and student wellbeing.
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ItemGender, mindfulness practices, and academic performance among high school students in Wakiso, Uganda(Makerere University, 2025)This study explores the interplay between gender, mindfulness practices, and academic performance among high school students. As educational environments grow increasingly complex and demanding, mindfulness has emerged as a promising intervention to enhance students’ cognitive, emotional, and academic outcomes. Drawing on recent literature, this research investigates whether engagement in mindfulness practices correlates with improved academic performance and examines potential gender differences in both mindfulness engagement and its academic benefits. The study utilizes a mixed-methods approach, combining quantitative surveys measuring mindfulness levels and academic achievement with qualitative interviews to capture students’ experiences. Preliminary findings suggest that mindfulness practices are positively associated with academic performance, with female students reporting higher engagement and greater perceived benefits compared to their male peers. These results highlight the importance of considering gender when implementing mindfulness-based interventions in schools. The study contributes to a deeper understanding of how mindfulness can be tailored to support diverse student populations and foster academic success.
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ItemEmotional intelligence, coping mechanisms, and academic performance in high school students(Makerere University, 2025)The purpose of this study is to investigate the relationship between Emotional Intelligence (EI), coping mechanisms, and academic performance among high school students. The research addresses the problem that while academic success is traditionally linked to cognitive abilities, the roles of emotional regulation and stress management remain underexplored, particularly how they interact to influence student achievement. Emotional Intelligence is conceptualized as the ability to recognize, understand, and manage one’s own emotions and those of others, while coping mechanisms are categorized into approach (active) and avoidance (disengagement) strategies that students use to handle academic stress. This study was conducted at Comprehensive College Kitetika in Kampala, Uganda, chosen for its accessibility and diverse student body. The research design is quantitative and correlational, aiming to examine associations between EI dimensions, self-awareness, self-regulation, motivation, empathy, and social skills and the types of coping strategies students employ. Academic performance was measured using students’ grades and class participation records. Data collection occurred over a three-month period aligned with the school academic calendar to ensure typical learning conditions. The study analyzes how higher levels of Emotional Intelligence correlate with positive approach oriented coping strategies and better academic outcomes, whereas lower EI may be linked to avoidance strategies and poorer performance. The findings aim to inform educational stakeholders on the benefits of integrating emotional intelligence training and coping skills development within school curricula. Ultimately, this research contributes to a more holistic understanding of student success, highlighting the importance of emotional and psychological factors in education. By fostering emotional intelligence and effective coping mechanisms, schools can improve both academic achievement and student well-being, preparing learners for academic challenges and life beyond school.