References
[1] . Ainley, P. & Allen, M. (2010). Lost Generation? New strategies for youth and education. Bloomsbury Publishing.
[2] . Akos, P., Rose,R.&Orthner,D. (2014) Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement. The Journal of early adolescence35(2)170-198 DOI:10.1177/0272431614529367.
[3] . Alexander, R. (Ed). (2010). Children their world, their Education. Final report and recommendations of the Cambridge Primary Review. New York: Routledge.
[4] . Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School. Psychology Review, 42(1), 76–98.
[5] . Anderman, M.E. & Midgley, C. (1997) Changes in achievement goal orientation, perceived academic competence and grades across the transition to middle-level chools, journal https://psychnet.apa.org.record.
[6] . Areba, G. Ayodo, T. & Chemwei, B. (2015) Effects of hidden costs in free secondary education on transition and completion rates in public boarding schools in Kisii county, Kenya. Kabarak University. 5400 Kenya. Journal of educational planning, economics & management. 9 (1).
[7] . Burns, A. M., Morris A., Garton, S. & Copland, F. (2013). Key factors and challenges in transition from primary to secondary schooling in ELT: An international perspective. Practical guidelines for working at transitional levels. RELC journals 38(3) 302-323.
[8] . Clark, N. (2015). Education in Kenya. World Education News & Reviews. Available on:https://wenr.wes.org/2015/06/education-kenya
[9] . Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
[10] . Deci, E. L. (1975). Intrinsic Motivation. Plenum Press, New York.
[11] . Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem. New York: Plenum.
[12] . Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
[13] . Deci, E. L., & Ryan, R. M. (2002). Handbook of Self-determination Research. University Rochester Press.
[14] . Deci, E.L & Ryan, R.M (2015) in International Encyclopedia of the Social & Behavioral Sciences (Second Edition)
[15] . Denny S, de Silva M, Fleming T, Clark T, Merry S, Ameratunga S, Milfont T, Farrant B, Fortune SA (2014). The prevalence of chronic health conditions impacting on daily functioning and the association with emotional well-being among a national sample of high school students. J.Adolesc Health. 2014;54(4):410–5.
[16] . Dray J, Bowman J, Freund M, Campbell E, Wolfenden L, Hodder RK, Wiggers J (2014). Improving adolescent mental health and resilience through a resilience-based intervention in schools: study protocol for a randomised controlled trial. Trials. 2014;15(1):289.
[17] . Duineveld, J. J., Parker, P. D., Ryan, R. M., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53(10), 1978-1994.
[18] . Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2008). What makes a successful transition from primary to secondary school? London: Institute of Education, University of London.
[19] . Field, S., Martin, J. E., Miller, R. J., Ward, M. J. & Wehmeyer, M. L. (1998). A practical guide for teaching Self Determination. The council for exceptional children. Reston, VA:
[20] . Fisher, H. (2017). White British girls on free school meals: Power, resistance and resilience at secondary school transition. Gender and Education, 29(7), 907–925.
[21] . Galton, M., & McLellan, R. (2017). A transition Odyssey: pupils’ experiences of transfer to secondary school across five decades. Research Papers in Education, 33(2), 1–23.
[22] . Galton, M., Gray, J., & Ruddock, J. (1999). The impact of school transitions and transfers on pupil progress and attainment. London, United Kingdom: DfEE.
[23] . Gichovi D. (2017). Personal, Family and School Factors as correlates of achievement motivation among Form Two Students in Nairobi County, Kenya. Doctoral dissertation, Kenyatta University.
[24] . Gutman, L.M. & Eccles, J.S. (2007). Stage-environment fit during adolescence: Trajectories of family relations and adolescent outcomes. Developmental Psychology, 43(2), 522-537
[25] . Hallinan, P., & Hallinan, P. (1992). Seven into eight will go: transition from primary to secondary school. The Australian Educational and Developmental Psychology, 9(2), 30–38.
[26] . Hanewald, R. (2013). Transition between primary and secondary school: Why it is important and how it can be supported. Australian Journal of Teachers Edition. 38(1), Dinkins University.
[27] . Harris, J., & Nowland, R. (2020). Primary-Secondary school transition: impacts and opportunities for adjustment. Journal of Education & Social Sciences, 8(2), 55-69
[28] . Henri, D.C., Morrell, L.J. & Scott, G.W. (2018). Student perceptions of their autonomy at University. Higher Education, 75, 507–516.
[29] . Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166.
[30] . Ikonen, A. (2013). Promotion of learner autonomy in the EFL classroom: The students’ view. A master’s thesis. Finland: University of Jyväskylä.
[31] . Khalil, S. M. & Ali, A. (2018) Exploring EFL teachers’ and students’ perception on learners’ autonomy in Egyptian technical schools. Education. International journal of English Language Education. DOI: 10.5296/IJELE,V612.13408.CorpusID 159022039
[32] . Kibet, S. J., (2017). Factors influencing the implementation of school feeding programmes in public primary schools in Baringo central sub-county, Baringo County, Kenya. Doctoral dissertation submitted to the University of Nairobi.
[33] . Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
[34] . Mutinda, M, (2022). Autonomy, attitude and interest to learners predictors of academic performance among secondary school students in Kitui County, Kenya. Med Thesis, Kenyatta University.
[35] . National Plan of Action for Children in Kenya (2015). Kenya vision 2030. National Council for Children’s Services. Child Fund Kenya Republic of Kenya.
[36] . Ondieki, D. M. (2018). Challenges facing head teachers in managing discipline of students in public secondary schools in Keumbu Sub-County, Kisii County, Kenya. World Journal of Educational Research.
[37] . Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behaviour at school. Personality and Individual Differences, 36(2), 277–293.
[38] . Pfeifer, J. H., & Berkman, E. T. (2018). The development of self and identity in adolescence: neural evidence and implications for a value-based choice perspective on motivated behaviour child development perspectives, 12(3), 158–164.
[39] . Pidgeon, M., Rowe, N., Stapleton, P., Magyar, B and Lo, B. (2014). Examining characteristics of resilience among university students. Open journal of social sciences, 14-22.
[40] . Ratelle, F. & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology.
[41] . Ryan, M.,R. & Deci, E.L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology.
[42] . Ryan, R.M. & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing.
[43] . Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
[44] . Ryan, R.M.; & Deci, E.L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
[45] . Saeki, E., Quirk, M. (2015). Getting students engaged might not be enough: the importance of psychological needs satisfaction on social-emotional and behavioral functioning among early adolescents. Soc Psychol Educ 18, 355–371.
[46] . Sigei, W. (2013). Analysis of Transition of new students in secondary schools in Bomet District, Bomet County, Kenya. Unpublished research project. Department of educational management, policy and curriculum studies. Kenyatta University.
[47] . Tian, L., Chen, H. & Huebner, E.S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Soc Indic Res 119, 353–372.
[48] . Topping, K. (2011). Primary–secondary transition: Differences between teachers’ and children’s perceptions. Sage Journals, 14(3), 268-285.
[49] . Van Rens, M., et al., (2019). Girls’ and Boys’ Perceptions of the Transition from Primary to Secondary School. Child Indicators Research, 12(4), 1481–1506.
[50] . Wangeri, T., Kimani, E. & Mutweleli, M (2012). Transitional challenges facing university first year students in Kenyan publish universities: A case of Kenyatta University. Journal of inter disciplinary renew of economic and management.
[51] . WHO, (2013). Mental health action plan 2013?2020. Retrieved from http://www.who.int/mental_health/ publications/action plan/en/
[52] . WHO, (2017). Global accelerated action for the health of adolescents (AA-HA!): guidance to support country implementation. Geneva: WHO.
[53] . WHO, (2021). Adolescent mental health. Available on: https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health stop
[54] . Winga, M., Angak, J.& Ayere, A. M. (2011). The relationship among school adjustment ,gender and academic achievement amongst secondary school students in Kisumu District. Journal of Emerging Trends in Educational Research and Policy Studies.
[55] . Zeedyk, M., Gallacher, J., Henderson, M., Hope, G., Husband, B. & Lindsay, K. (2003). Negotiating the transition from primary to secondary school: Perceptions of pupils, parents and teachers. School Psychology International, 24(1), 67–79.