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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3723

Title: THE IMPACT OF GENDER - ROLE ATTITUDE AND SEX APPROPRIATENESS OF PROFESSION ON WOMEN ACHIEVEMENT BEHA VIOR: THE CASE OF ETHIOPIAN FEMALE STUDENTS IN HIGHER INSTITUTIONS OF LEARNING
Authors: TESFAYE, SEMELA
Advisors: Dr. Abraham Hussen
Keywords: GENDER - ROLE
SEX APPROPRIATENESS
Copyright: Jun-1996
Date Added: 7-Nov-2012
Publisher: ADDIS ABABA UNIVERSITY
Abstract: The present study aims at investigating the impact of gender role attitude, sex-appropriateness of professional affiliation as well as Maternal Education and Employment Status, and School Type factors on achievement behavior of college women. The subjects participated in the study are 202 randomly selected non- freshman Ethiopian college women from Addis Ababa University, Awassa College of Agriculture, Bahir Dar Teachers' college, Mekele Business College and Jimma Heal th Science Institute. A questionnaire, a Gender Role Attitude scale, a modified Meherabain and Bank's [1978] n-Ach scale and Good and Good's [1973] FOS inventory were employed to collect data The result suggests that GRA is significantly [p< .01] related to FOS but no significant main effect was found in case of n- Ach. Similarly, significant [p< .05] Type of Profession main effect is obtained in case of FOS while no such relationship is found in case of need-Achievement [n-Ach] But in both FOS and n-Ach cases, significant GRA by Type of Profession [p< .05] interaction effects are obtained. Concerning the contribution of background factors [Mother's Education, Mother's Employment Status and School Type] I Mother's Education showed significant relationship with FOS while no other background variable related to FOS to statistically significant extent. Nevertheless, a further analyses indicates that maternal status attributes and School Type are significantly related to FOS. On the other hand, no background variable is found to be significantly related to n- Ach. Finally, the practical implications of the results of the present study are indicated.
URI: http://hdl.handle.net/123456789/3723
Appears in:Thesis - Educational Psychology

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