This study sought to examine the effects of inter-parental conflict on form three students in Ruiru Sub- County Kenya. It was guided by four theories: Abraham Maslow’s Hierarchy of needs theory; Martin Selgman’s Learned Helplessness Theory, Grych and Fincham Cognitive Contextual Framework Theory and Urie Bronfenbrenner’s Ecological Systems Theory. A mixed method research design was adopted for the study. The population of the study comprised of 281 Form three students from31 public and private secondary schools in Ruiru sub-county. Children Perception of Inter-parental Conflict Questionnaire (CPIC) Academic Motivation Survey (AMS) for Students, an Interview Schedule for Guidance and Counselling Master/Mistress and a Focus Group Discussion Protocol for parents of the students were used in data collection. Data collected was analysed using both descriptive and inferential statistics. The findings disclosed that there was a significant relationship between inter-parental conflict and students’ academic achievement motivation in qualitative data.
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