Moderation Effect of Mental Health Resources on Mental Health Literacy and Mental Well-being among Students in Secondary Schools in Homa Bay County, Kenya

Monica Anne Achieng Oyoo, John Odwar Agak & Quinter Migunde
Department of Educational Psychology, Maseno University, Kenya.
Email: linioyoo@gmail.com

Abstract: Studies have shown that availability of mental health resources could moderate the relationship between mental health literacy and mental well-being. Appropriate help-seeking attitudes towards mental health is also a contributing factor to mental well-being. Reports also indicate that the prevalence of depression and anxiety is 28.1% and 38% respectively among students in secondary schools nationally. In Kakamega County, Kisii County and Migori County prevalence rates of depression among students are 44.8%, 23% and 23.6% respectively. In Homa Bay County, the prevalence of depression is 57.5% and that of anxiety is 49.4% among students in secondary schools. Further, MHL has been found to positively correlate with mental well-being and help-seeking behaviour. This study therefore aimed to establish moderation effect of availability of school based mental health resources in the relationship between MHL and mental well-being as well as help seeking behaviour. A correlational and quasi-experimental research design was employed. The study population was 131,749 students from form1 (F1) to form 4 (F4). Stratified random and purposive sampling were used to select 400 respondents using Yamane’s formula. Data was collected using questionnaires and focus group discussions (FGDs). A pilot study was conducted among 30 students based on the rule of thumb. Results showed that the interaction effect of availability of school-based mental health resources was statistically non-significant in the relationship between MHL and mental well-being (B=-.031, Standard Error= .115, t= .177 and p- .860) and attitudes towards help-seeking for mental health (B=-.146, Standard Error= .207, t= -.704 and p- .914).