http://ir.haramaya.edu.et//hru/handle/123456789/189 2026-04-20T12:34:23Z 2026-04-20T12:34:23Z Diriba Tolu Wakesa Gemechu Abera ( Asso. Prof) Endris Seid ( Ass. Prof) http://ir.haramaya.edu.et//hru/handle/123456789/7686 2024-03-27T06:03:31Z 2024-02-01T00:00:00Z

EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING AS CORRELATED TO ACADEMIC ACHIEVEMENTA OF UNDERGRADUATE STUDENTS’ AT SOME SELECTED UNIVERSITY IN ETHIOPIA Diriba Tolu Wakesa; Gemechu Abera ( Asso. Prof); Endris Seid ( Ass. Prof) The main purpose of this study was to examine the Emotional Intelligence and Psychological Well-being as correlated to Undergraduate University Students’ Academic Achievement at Dire Dawa, Haramaya, and Jigjiga Universities. The researcher used a quantitative research approach with a correlational research design. The study included 273 participants who were selected through Stratified random sampling. Data were collected through questionnaires. The quantitative data were analyzed by mean, standard deviation, pearson coefficient of correlation and stepwise multiple linear regression. The first finding was that there was statistically significant positive relationship between students grade point average and emotional intelligence. The second finding was that there was statistically significant positive relationship between students grade point average and psychological well-being. The third finding was that from the stepwise multiple linear regression coefficients ( 10.23), it was contributed 71% to emotional intelligence on students’ academic achievement as measured by grade point average (R2)*100. The fourth finding was that from the stepwise multiple linear regression coefficients (10.94), it was contributed 61% to psychological well-being on students’ academic achievement as measured by grade point average (R2)*100. Finally, the researcher conclude that the emotional intelligence and psychological well-being correlated to students’ academic achievement and made recommendations to university,students, psychologist, and professional. 72

2024-02-01T00:00:00Z Aynabeba Ayele Mengsitu Gemechu Abera Endris Seid http://ir.haramaya.edu.et//hru/handle/123456789/7685 2024-03-27T05:56:02Z 2024-01-01T00:00:00Z

ACADEMIC MOTIVATION, SELF-ESTEEM, AND PARENTING STYLES AS A CORRELATES OF ACADEMIC ACHIEVEMENT OF FRESHMAN STUDENTS IN SELECTED GOVERNMENT UNIVERSITIES IN EASTERN Aynabeba Ayele Mengsitu; Gemechu Abera; Endris Seid The main purpose of this study was to investigate academic motivation, self-esteem, and parenting styles as a correlate of academic achievement of freshman's students in selected government universities in eastern. A correlational design was employed. This study included 386 respondents, who were selected using stratified random sampling. Data were collected through questionnaires. The collected quantitative data were analyzed using mean, standard deviation, stepwise multiple linear regression, and Pearson correlation. The first finding was that there was a statistically significant positive relationship between a student's grade point average and authoritative parenting style. The second finding was that there was a statistically significant positive relationship between student’s grade point average and intrinsic and extrinsic motivation. The third finding was also that there was a statistically positive relationship between student’s grade point average and self-esteem. The stepwise multiple linear regression analysis about the contribution of parenting styles, motivation, and self-esteem on freshman students’ academic achievement as measured by the stepwise multiple linear regression analysis coefficient (2.94) contributed 40%, (8.54) contributed 16%, and (2.48) contributed 35%, respectively. The conclusion is that parenting styles, academic motivation, and self-esteem are very important parts of student’s study lives and play an important role in their success. The study recommends that instructors, psychologists, and freshman programs should provide life skill training to freshman university students, and the universities should launch an awareness-creation program for parents and work together. 77

2024-01-01T00:00:00Z MOTI GELATA SAKATA Gemechu Abera (Asso. Prof) Geleta Sitota (Asst. Prof) http://ir.haramaya.edu.et//hru/handle/123456789/6737 2023-11-02T07:26:01Z 2023-07-01T00:00:00Z

THE INFLUENCE OF PERSONALITY TRAITS AND LEARNING STYLES ON STUDENTS’ ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL IN HARARI REGIONAL STATE, EASTERN ETHIOPIA MOTI GELATA SAKATA; Gemechu Abera (Asso. Prof); Geleta Sitota (Asst. Prof) The study examined the influence of personality traits and learning styles on students’ academic achievement of secondary school in Harari Regional State, Ethiopia. Concurrent/convergent parallel research design was employed in this study. The population of the study were secondary school students in Harari Regional State. Specifically, the study targeted four secondary school students in Harari Regional State. The stratified random sampling technique was used to select 359 respondents from the randomly selected secondary schools in the study area. The questionnaire was used for the personality traits (44 items) and for learning styles (15 items scale). The data collected were analyzed using both descriptive and inferential statistics. The findings of the study found out that conscientiousness and openness r(347) =0.46**, were high statistically significant positively related to academic achievement, whereas neuroticism r(347) =-0.39**) were high statistically significant negatively related to academic achievement. The result of learning styles, kinesthetic r(347) =0.42**) were high statistically significantly positive related to academic achievement. In this study, results from regression analysis showed that conscientiousness and kinesthetic were the good and strongest individual contributor or predict on academic achievement. In conclusion, personality traits and learning styles were statistically significant relationships on students’ academic achievement. It was recommended that teachers, parents, and students should be educated on the knowledge of personality traits, and learning styles plays a major role on how one can react to issues and academic activities and performance in school 75

2023-07-01T00:00:00Z Ebsa Ahmed Mummed Gemechu Abera (Asso. Proffesor) Garkebo Basha (PhD) http://ir.haramaya.edu.et//hru/handle/123456789/6736 2023-11-02T07:23:45Z 2023-07-01T00:00:00Z

PERCEIVED PARENTING STYLES AND SUBSTANCE USE AMONG ADOLESCENT STUDENTS IN SOME SELECTED SECONDARY SCHOOLS OF HARARI REGIONAL STATE Ebsa Ahmed Mummed; Gemechu Abera (Asso. Proffesor); Garkebo Basha (PhD) The general objective of this study was to investigate perceived parenting styles and substance use among adolescent students in some selected secondary schools of Harari regional state . To realize this, explanatory sequential research design was employed. The quantitative data were collected through questionnaire and qualitative data were collected through interview. The researcher collected quantitative data from randomly selected three schools of 318 adolescents. The qualitative data were collected from purposively selected three schools principals, six students and three parent committees. Descriptive statistics like frequencydistributions mean and percentages were used and inferential statistics particularly binary logistic regression and Spearman correlation were used to analyze the collected quantitative data using SPSS software version 20. The qualitative data were analyzed using thematic analysis. The result shows that the most predominantly parenting style related with substance abuse among adolescents was neglectful parenting style. Regarding the relationships between the parenting styles and adolescents’ substance use, the authoritative and permissive parenting styles were significant negative predictors of substance abuse. This suggests that when adolescents grow up in authoritative and permissive parenting styles, their chance to substance use decrease. Besides, there is a significant positive relationship between authoritarian and neglectful parenting styles and adolescents’ substance use. This suggests that when adolescents grow up under authoritarian and neglectful parenting styles, their chances of being addicted to substances high. Finally, the more protective parenting style against the substance abuse of adolescents was authoritative parenting style. The researcher recommended that parents should participate in discussion and negotiation to find an agreeable solution to their children's misbehavior rather than imposing strong and punishing discipline. Parents should follow up their adolescents’ day today social relation with their friends. The school should discuss about substance abuse with the family of adolescents. Furthermore, the school should collaborate with the local police commission to control cultivation, trafficking, and consumption of khat, marijuana and alcohol in the school and community 92

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