Browsing by Author "Mulugeta, Emebet(PhD)"

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    Child rights violations and the imp act on academic performance
    (Addis Ababa Universty, 2004-06) Getaneh, Alemayehu; Mulugeta, Emebet(PhD)
    This study il1\ estigated the extelll to which girls' rights are violated or neglected, and examilled its fllllctiollal impact on their academic performance. A 101al of 196 respondents and 2-1 discussallts aged between 15 and 18 were involved A questionnaire, foclls group discussion, and school records were used to gather data. Percentage, al'erage (meall), t-test and Omega Squared (0/) were used for analysis. The reslllt of the stlldy show that girl ' rights are violated both at home and school environment. As a r '5111t, a nllmber offemale students do not benefit from the prol'ision C?i del elopmelll and safeguard rights. 111 extrellle cases, there has beell a difference amollg female studellfs III the protection (?f their rights. Stati tically significant difference is observed between the mean academic performances of female students whose rights are relatively protected alld those whose rights are violated Moreover protection difference in developmelll rights and afeg7lard rights as treated separately also show some variation among female students in their academic performance. It is also ob erved that development rights, together with safeguard rights have profound impact 011 their academic performance. Fil1ally, it is concluded that girls' rights violatiol1s are some of the main contributingfactors to their law academic performance.
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    Family relationship as predictors of parent-adolescent conflict: the case of Gulele sub-city
    (Addis Ababa Universty, 2009-06) Alem, Anteneh; Mulugeta, Emebet(PhD)
    The main purpose of this study was to explore family relationship as predictors of parent-adolescent conflict within and across gender of parents and of adolescents. Specifically, attempts were made to examine perceived parental behaviors (i.e., support, monitoring, and punitiveness), autonomy from parents, and conformity to parental expectations as predictors of adolescents' perception of parentadolescent conflict. Two hundred-twenty seven (108 males and 119 females) randomly selected adolescent students of Gulele sub-city participated in the study. Data were collected using adolescents' self-report on measures of parental behaviors, autonomy from parents and conformity to parental expectations, and on parent-adolescent conflict. Results of multiple regression analyses revealed that adolescents' perceived fathers' support appeared negatively and significantly to predict adolescents' perception of parent-adolescent conflict in reference with males but not significant for females. Perceived mothers' support was found to be significant and negative predictor adolescents' perception of parent-adolescent conflict in reference with girls but insignificant for boys. [n addition, most of the findings of adolescents' perceived parents' monitoring appeared to decrease perceived parent-adolescent conflict but not significant. On the other hand, fathers' punitiveness was found to be a positive and significant predictor of parents' conflict with adolescent males but not significant for adolescent females. Similarly, perceived mothers' punitiveness was found to be a positive predictor of parents' conflict with adolescent girls but insignificant for boys. Perceived autonomy from fathers was a negative and significant predictor of parents' conflict with adolescent girls but not significant for boys. In addition, perceived autonomy from mothers was found to decrease adolescents' perception of parent-adolescent conflict in reference with girls but insignificant for boys. Adolescents' perceived conformity to parents' expectations was a negative predictor of perception of parent-adolescent conflict but not significant. It was concluded that patterns of family relationship as predictors of parent-adolescent conflict was different as a function of gender of parents and of adolescents. Finally, recommendations were forwarded based on the findings of the study.