Browsing by Author "Desta, Zerihun"

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    Self-Efficacy, Self-Esteem, and Aggression and Their Relationship with Adolescent Students' Academic Achievement: The Case of Gambella National Regional State
    (Addis Ababa University, 2007-07) Desta, Zerihun; Venkantachalam, R.(Prof.)
    The objecrives of this srudy were ro invesrigare rhe relarionship berween adolescent selt:efficacy, selt:esleem, aggression, gender and rheir academic performance. The data were gathered through three Likerr rype scales (selt: efficacy selt:esreem, and aggression) and data On rheir academic peliol'll1ance were collectedfi'om rhe record offices of'rheir respecred schools. A roral of' 286 (2 2 5 males and 61 females) high school adolescent students ranging ./i'om 15 ro 18 years of age allending grade nine and ren in Ihe Gambella Region consrilute rhe sample. The sample was selecled rhrough proporrional srrarijied random sarnpling method. The resulls were analyzed using mean, slandO/·d deviarion. Pearson cOI'I'elarion, Hesr and mulriple regression. The lmercorelalion marrix resull indicared thar selt:eflicacy and academic achievemenr had a posilive con'elarion ofr=O. 15, p < 0.05; and aggression and academic achievemenl had a negarive correlalion ofr=-0.18, p < 0.01 ; and aggression and selt:esleem had a negarive correlation ofr=-0.22, p < 0.01. The contribulion of gender, aggression, sel/efficacy roger her accounred /01' 10. -10 percenr of variar ion 111 academic achievemem. Gender lvas positively and significantly relared ro academic achievemenl (r=0.20, p < 0.05). A srarisrically significanl difference was obtained in academic achievemem and aggression in favor of males r (284) =3. -13-1, p < 0.05 and r (28-1) =3.82, p < 0.05 respecrively Similarly. a slarisrically signijicanr difference was observed helween male and female selt: esteem scores in favor of' females (I (28-1) =--1.071. P < 0.05 in absolule value). However. rhe t-Iesl shows rhatno statistically signijicanl difference was observed berween male and female students in selt:efficacy t(284) = 1.1 09,p>0. 05. 11 indicates Ihm stue/ems' gender difference in/luences Iheir academic achievemenl. Hence, due alfemion should be given in enhancing selt:~flicacy and selt:esteem and minimiz ing aggression of adolescenr srudenls in orderifo facilira re a beller academic performance /n schools.
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    Self-Efficacy, Self-Esteem, and Aggression and Their Relationship With Adolescent Students' Academic Achievement: The Case of Gambella National Regional State
    (Addis Ababa University, 2007-07) Desta, Zerihun; Vcnkantachalam, R. (Professor)
    The objectives of this study were to investigate the relationship between adolescent self-efficacy, self-esteem, aggression, gender and their academic performance. The data were gathered through three Likert type scales (self-efficacy, self-esteem, and aggression) and data on their academic performance, were collected from the record offices of their respected schools. A total of 286 (225 male and 61 females) high school adolescent students ranging from 15 to 18 years of age attending grade nine and ten in the Gambella Region constitute the sample. The sample was selected through proportional stratified random sampling method. The results were analyzed using mean, standard deviation, Pearson correlation, t-test and multiple regression. The Intercorelation matrix result indicated that self-efficacy and academic achievement had a positive correlation of r=0.15, p < 0.05; and aggression and academic achievement had a negative correlation 0/1'=-0.18, p < 0.01 ; and aggression and self-esteem had a negative correlation of r=-0.22, p < 0.01. The contribution of gender, aggression. self-efficacy together accounted for 10.40 percent of variation in academic achievement. Gender was positively and significantly related to academic achievement (r=0.20, p < 0.05) . A statistically significant difference was obtained in academic achievement and aggression in /c/1'or of males t (284/) =3.4343, P <0.05 and t (284) =3.82. p < 0.05 respectively. similarly, a statistically significant difference was observed between male and female self-esteem score in favor of females (t (284) =-4.071, P < 0.05 in absolute value). However, the t-test shows that no statistically significant difference was observed between male and female students in self-efficacy t(284)=1.109, p>0.05. It indicates that students' gender difference influences their academic achievement. Hence, due attention should be given in enhancing self-efficacy and self-esteem and minimizing aggression of adolescent students in order to facilitate a better academic performance in schools.