Relationship between Family Problem Solving Strategies and Emotional Self-Regulation among High School Students in Parklands Zone Nairobi City County, Kenya

Emotion self-regulation is an aspect of life that many students struggle with in high school. This is evidenced by the fact that most students engage in maladaptive behaviors such as suicide, rape, burning of school properties, gang beating, drug and stealing. This study examined the relationship between family problem solving strategies and emotional self-regulation among high school students in Parklands Zone Nairobi City County, Kenya. The objective of the study was to determine the relationship between family problem solving strategies and emotional self-regulation among high school students in Parklands Zone Nairobi City County, Kenya. The study used quantitative approach and employed correlational research design. The study targeted form three and form four students of selected high schools in Parklands Zone Nairobi City County Kenya, who were between the ages 16 and 18 years. The study target population was 1,336 students drawn from four schools with sample size of 312 participants. The data was collected using questionnaires and the instrument used was family assessment device. The study employed stratified random sampling and used simple random sampling to select the participants. The data was tabulated and analyzed using the descriptive statistics while the relationship was analyzed using Pearson product moment coefficient. SPSS v 27.0 was used in the analysis. The findings of the study showed that there was a positive significant relationship n =312, r = .255, p = .000 ≤ 0.05 between problem solving and emotional self-regulation among high school students in Parklands Zone Nairobi City County, Kenya.