RELATIONSHIP BETWEEN SELF-MASTERY EXPERIENCES AND MANAGEMENT OF QUARTER-LIFE CRISIS AMONG FOURTH-YEAR UNIVERSITY STUDENTS IN THE EASTERN REGION OF KENYA

Abstract

University students often face quarter-life crisis which is a developmental experience that typically occurs to
emerging adults during the transitional period from adolescence to adulthood. It is a period of uncertainty and
questioning that typically occurs when students in the university feel trapped, uninspired, and disillusioned in
their early twenties. The study sought to examine the relationship between self-mastery experiences and management of quarter- life crisis among fourth year students in public universities in the eastern region of Kenya.
The correlational research design was adopted for the study with a population of 9,006 made up of fourth year
university students and student counsellors. Purposive and stratified sampling techniques were used to select a
sample of 368 respondents with 358 university students and 10 student counsellors. The instruments used for
data collection were, self-mastery scale, students’ questionnaire and an interview guide. Prior to data collection, ethical clearance was done, the necessary permits obtained and respondents assured of confidentiality as
well as voluntary participation. The data were analyzed using correlational analysis, descriptive statistics and
thematic analysis by use of SPSS version 21.0. The findings indicated that there was a weak positive relationship between self-mastery experiences and management of quarter-life crisis among fourth-year university
students in public universities in the upper eastern region of Kenya. The findings affirmed that self-mastery
experiences are revealed through university students’ ability in making informed decisions with confidence,
having self-awareness, exercising self-control, adaptation to unforeseen situations and applying problem solving skills effectively aided in managing quarter-life crisis. Based on the findings it is recommended that university students to enhance their self-mastery experiences decision making, self-control, realistic goal setting, effective problem -solving and emotional regulation. Enhancing these competencies promotes selfmastery experiences that enable the students to manage setbacks, uncertainties and well-being thus managing
quarter-life crisis. University psychologists and student counselors to develop and establish comprehensive
student development programs focused on self-mastery experiences which can be achieved through workshops, and seminars, mentorship and skill-building activities. The policy makers in the Ministry of Education
and university administration to adopt an integrated psychosocial and developmental approach that promotes
student’s self-mastery, resilience and adaptability through supportive and empowering educational policies.