Browsing by Author "Tadesse, Aemero"

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    Parenting Style in Amhara Region: Development and Validation of Parenting Style Scale and Investigation of Adolescents’ Self-esteem, Identity Style and Psychological Wellbeing (Doctoral Dissertation)
    (Addis Ababa University, 2015-04) Tadesse, Aemero; Zeleke, Seleshi (PhD)
    The purpose of this research was to develop and validate Adolescents’ Perceived Parenting Style (PPSS) scale, and investigation of adolescents’ self-esteem, identity style and psychological wellbeing using two subsequent studies. The first study was designed to develop an instrument for measuring parenting style in the context of Amhara region . For this study, an exploratory sequential mixed methods research design was employed to explore the types of parenting styles and their indicators qualitatively, then followed by quantitative method to examine the psychometric properties of the scale. Samples were drawn from government general secondary and preparatory school students in Amhara region using simple random sampling and stratified random sampling based on students’ sex and grade level as strata. For this study, both qualitative and quantitative data were collected. Data for qualitative analysis were gathered form adolescent informants using focus group discussion, whereas data for quantitative analysis were gathered from the expert judges and school adolescents. From school adolescents, data were collected twice, one for preliminary analyses such as item analysis, exploratory factor analysis, and reliability analysis based on the responses of 436 participants (Male = 216; Female = 220), and the other for examining confirmatory factor analysis as well as convergent and discriminant validity analysis using the responses of 314 participants (Male = 156; Female = 158) from the four zonal towns (i.e., Debre Birhan, Finot-selam, Debre Tabor, Bahir Dar) in the region. The final results revealed that a 4-factor solution (Reasonable, Decent, Pampering & Autocrat) with a 26-item was identified, and then confirmed with good fit indices using LInear Structural RELations (LISREL 8.80 version). Moreover, acceptable convergent and discriminant validity evidence were found. Thus, it would be suffice to say that APPS scale measures what it purports to measure. The second study was designed to investigate the relations of parenting styles with psychological wellbeing, self-esteem, and identity style. In addition, the study focused on examining the mediating roles of self-esteem and identity style on the relationship between parenting style and psychological wellbeing. Furthermore, parenting style differences due to demographic variables (sex, family structure & number of siblings) was another concern of the study. With the same procedure in study one, data were collected from 411 participants (Male = 211; Female = 200) for the main study and the analyses were made using mainly multiple regression, multivariate analysis of variance (MANOVA), and path analysis. The results indicated that adolescents who perceived their parents as decent and reasonable showed better off in their self-esteem, identity style and psychological wellbeing. Moreover, self-esteem, informational identity style and normative identity style were partially mediated between parenting styles and psychological wellbeing. Furthermore, significant differences in adolescents’ perceived parenting styles were observed due to the differences in their sex, family structure and number of sibling. Finally, based on the findings, some practical and theoretical implications, limitations and directions for future research were addressed
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    Students' Academic Achievement as A Function of Gender, Parents' Educational Background And Learning Strategies in Dessie Town High Schools
    (Addis Ababa University, 2005-06) Tadesse, Aemero; Andualem, Tamirie (Associate Professor)
    The major concern of this study was to examine how far gender, parents' educational background and learning strategy components predicted students' academic achievement. A total of 380 subjects, (188 males and 192 females) were involved in the study from Dessie Town high schools. A Likert type five point scale self-report measures and a s h ort supplementary questionnaire, which u sed to obtain demographic data, were administered. The overall academic achievement, Mathematics a chievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions were used for analysis. Results obtained through Correlat ion analy s is portrayed that except gender, both parents' educational background and learning strategy components indicated significant association with academic a chievement. The t-tes t reve aled that the re exis ted significant average diffe rence in mathematics a chievement in favor of males and language achievement favoring females, but there was no statistically significant difference between male and female students in the overall academic achievement. Moreover, statistically s ignificant gender difference was observed in seif- regulating strategy in favor of males but no significant d~1erence was revealed in cognitive strategy u se. The ANOVA results indicated s ignificant students' academic achievement differences due to their parents' educational Ie v-:; [ differences. ' Students who come form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement re sults were also observed with their paternal or male guardian and maternal or female guardian educational leve ls. The multiple regression analysis displayed that both parents' educational background & learning strategy components had statistically significant contribution on s tudents' academic achievement, exp laining 88% of the variation in academic achievement. 'Of the variables treated in the study , parents' educational background was the best predicto r variable in students academic a c hievement
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    Students' Academic Achievements as a Function of Gender, Parents' Educational Background and Learning Strategies in Dessie Town High Schools
    (Addis Ababa University, 2005-06) Tadesse, Aemero; Andualem, Tamirie (PhD)
    The major concem of this study was to examine how far gender, parents' educational background and leaming strategy components predicted students' academic achievement. A total of 380 s ubjects, (188 males and 192 females) were involved in the study from Dessie Town high schools. A Likert type five point scale self-report measures and a s hort supplementary questionnaire, which used to obtain demographic data, were administered. The overall academic achievement, Mathematics achievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions we re used for analysis. Results obtained through Correlation analysis portrayed that except gender, both parents' educational background and leaming strategy components indicated significant association with academic achievement. The t-test revealed that the re existed significant average difference in mathematics achievement in favor of males and language achievement favoring females, but there was no statistically significant difference between male and female students in the overall academic achievement. Moreover, statistically s ignificant gender difference was observed in self- regulating strategy in favor of males but no s ignificant d~rerence was revealed in cognitive strategy use. The ANOVA results indicated significant students' academic achievement differences due to their parents' educational level differences. 'Students who corne form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement results were also observed with their patemal or male guardian and matemal or female guardian educational levels. The multiple regression analysis displayed that both parents' educational background & leaming s trategy components had statistically significant contribution on students' academic achievement, explaining 88% of the variation in academic achievement. 'Of the variables treated in the study, parents' educational background was the best predictor variable in students academic achievement.
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    Students- , academic chiementse as a function of gender ,parents’educational background and learning Strateies in dessie town high schools
    (Addis Ababa Universty, 2005-06) Tadesse, Aemero; Andualem, Tamirie(Ato)
    The major concern of this study was to examine how far gender, parents' educational background and learning strategy components predicted students' academic achievement. A total of 380 subjects, (188 males and 192 females) were involved in the study from Dessie Town high schools. A Likert type five point scale self-report measures and a short supplementary questionnaire, which used to obtain demographic data, were administered. The overall academic achievement, Mathematics achievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions were used for analysis. Results obtained through Correlation analysis portrayed that except gender, both parents' educational background and learning strategy components indicated significant association with academic achievement. The t-test revealed that there existed significant average difference in mathematics achievement in favor of males and language achievement favoring females, but there was no statistically significant difference between male and female students in the overall academic achievement. Moreover, statistically significant gender difference was observed in self- regulating strategy in favor of males but no signifi~ant difference was revealed in cognitive strategy use. The ANOVA results indicated significant students' academic achievement differences due to their parents' educational level differences. Students who come form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement results were also observed with their paternal or male guardian and maternal or female guardian educational levels. The multiple regression analysis displayed that both parents' educational background & learning strategy components had statistically significant contribution on students' academic achievement, explaining 88% of the variation in academic achievement. Of the variables treated in the study, parents' educational background was the best predictor variable in students academic achievement .
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    Students- ,academic acheevements as a faunction of gender, Parent 'education background and larning Strategies in dessie town high school
    (Addis Ababa Universty, 2005-06) Tadesse, Aemero; Andualem, Tamirie(Ato)
    The major concern of this study was to examine how far gender, parents' educational background and learning strategy components predicted students' academic achievement. A total of 380 subjects, (188 males and 192 females) were involved in the study from Dessie Town high schools. A Likert type five point scale self-report measures and a short supplementary questionnaire, which used to obtain demographic data, were administered. The overall academic achievement, Mathematics achievement and Language achievement scores were obtained from school records. Correlation, t-test, analysis of variance and multiple regressions were used for analysis. Results obtained through Correlation analysis portrayed that except gender, both parents' educational background and learning strategy components indicated significant association with academic achievement. The t-test revealed that there existed significant average difference in mathematics achievement in favor of males and language achievement favoring females, but there was no statistically significant difference between male and female students in the overall academic achievement. Moreover, statistically significant gender difference was observed in self- regulating strategy in favor of males but no signifi~ant difference was revealed in cognitive strategy use. The ANOVA results indicated significant students' academic achievement differences due to their parents' educational level differences. Students who come form educated Parents perform better in school than their counterparts who come from uneducated parents. Similar students' academic achievement results were also observed with their paternal or male guardian and maternal or female guardian educational levels. The multiple regression analysis displayed that both parents' educational background & learning strategy components had statistically significant contribution on students' academic achievement, explaining 88% of the variation in academic achievement. Of the variables treated in the study, parents' educational background was the best predictor variable in students academic achievement .