Educational Psychology

FACTORS CONTRIBUTING TO MIDDLE SCHOOL STUDENTS’ MOTIVATION IN BEDENO TOWN

Wed, 01 Jan 2025 00:00:00 GMT

FACTORS CONTRIBUTING TO MIDDLE SCHOOL STUDENTS’ MOTIVATION IN BEDENO TOWN Zewdu Wuleta; Gemechu Abera (Assoc. Prof); Million Kebede (PhD) This study assesses factors contributing to middle school students’ motivation in Bedeno town. The researcher employed a mixed research method, explanatory sequential design, to achieve the objective of the study. The population of the study was three middle schools in Bedeno Town. A total of 245 students were selected using stratified random sampling for questionnaires, and 3 principals and 3 vice-principals were selected using available sampling for interviews. Data was collected through a questionnaire and an interview. Data collected from the respondents was coded and entered into the computer for analysis using SPSS version 25. Quantitative data were analyzed using descriptive statistics such as percentage and frequency and inferential statistics such as regression and Pearson correlation. Qualitative data was analyzed through the thematic analysis. Analyze data through linear and multiple regressions. First, the linear regression results 69.3% of the variance in students’ motivation could be explained by low-quality education. The coefficient B = -.647 an expected change in students' motivation; for a one-unit increase in low-quality education, students' motivation decreases by one unit. The p-value was less than 0.05 statistically significant differences in low-quality education affect students’ motivation. Secondly, the study found that multiple regression 66.7% of the variance in students’ motivation could be explained by contributing factors. The results of the stepwise multiple regressions of factors contributing to students' motivation revealed that these factors contributed 50% to the effects on students' motivation. Thirdly, the Pearson correlation coefficient result was r = -.899, p < 0.01, a strong negative relationship between low-quality education and students' motivation. Low quality education had a statistically significant relationship with students' motivation. Finally, it was a recommendation for students, teachers, principals, vice principals, parents, and the community that should implement the strategy that boosts the quality of education among middle school. 80p.

EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING AS CORRELATED TO ACADEMIC ACHIEVEMENTA OF UNDERGRADUATE STUDENTS’ AT SOME SELECTED UNIVERSITY IN ETHIOPIA

Thu, 01 Feb 2024 00:00:00 GMT

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

ACADEMIC MOTIVATION, SELF-ESTEEM, AND PARENTING STYLES AS A CORRELATES OF ACADEMIC ACHIEVEMENT OF FRESHMAN STUDENTS IN SELECTED GOVERNMENT UNIVERSITIES IN EASTERN

Mon, 01 Jan 2024 00:00:00 GMT

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

THE INFLUENCE OF PERSONALITY TRAITS AND LEARNING STYLES ON STUDENTS’ ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL IN HARARI REGIONAL STATE, EASTERN ETHIOPIA

Sat, 01 Jul 2023 00:00:00 GMT

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