Browsing by Author "Tamiru, Tiruwork"

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    Academic Procrastination and Students' Causal Perception For Their Achievement at Awassa Tabor Senior Scondary School (Sex and Grade Difference)
    (Addis Ababa University, 2014-06) Tamiru, Tiruwork; Andualm, Tamirie (PhD)
    This study focused on the problem of procrastination and causal perception or attribution with regard to high school students. Thus, its purposes were to investigate sex difference in academic procrastination and causal perception of achievement, to examine the extent uf r elationship of achievement to the components of academic procrastination and causal attribution of success or failure , to examine the extent of relationship of academic procrastination to causal perception, and to examine the extent of achievement variation that is accounted for academic procrastination and causal perception of success or failure. A sample of 499 and 372 students of Tabor High School (9-12) were participated in the study for academic procrastination and causal attribution scales respectively. The data was analyzed through independent t-test, Pearson correlations and multiple regression analysis. The independent t-test analysis showed statistically significant sex difference in procrastinating behaviors and explanation of success. There is no significant sex difference in attribution of failure . The Pearson correlation coefficients depicted: statistically significant positive correlation between achievement and internal explanation of success, statistically significant ncgativc correlation betwcen achievcmcnt and internal explanation of failure at · grade 9, statistically significant positive correlation between relaxed type of procrastinating behaviors and internal explanation of failure, and relaxed type of procrastinating behavior and external explanation of failure at grade 9 . The .nultiple regression analysis also indicated that 11.5 percent of the variation of achievement is explained to the linear combination of academic procrastination and causal perception of success and that 10.7 percent of the variation in the achievement is attributed to the linear combination of academic procrastination and cau sal perception of failure at the combined grou p . Therefore, Tabor h igh school students' achievement seems to be influenced by academic procrastination and causal p erception of success or failure.
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    Inter parental Conflict and Its Influence on Adolescents’ Academic Self-Regulation
    (Addis Ababa University, 2015-04) Tamiru, Tiruwork; Vegrecha, Vimla (PhD)
    Examining the process how the exposure of adolescents to destructive interparental conflicts influences their academic self-regulation; identifying the major causes of interparental conflicts and types of conflict tactics that parents of adolescents employed to resolve marital conflicts were the main purposes of this study. To investigate these problems, seven research questions were formulated. Data were collected form 421 students of Gion, Fasilo and Bahir Dar Preparatory schools and from 194 mothers of these students through questionnaire and semistructured interview. Eighteen questionnaires from adolescents and 6 questionnaires from mothers were discarded through data screening processes. As a result, the main analysis was done based on 403 adolescents‟ (193 male and 210 female) and 188 mothers‟ questionnaire responses. Percentage, one sample t test, repeated sample t test, independent t test, Pearson Product Moment Correlation Coefficient, and Structural Equation Modeling (SEM) were employed to analyze the data collected through questionnaires and description was used to present the data collected through semi-structured interview. Thus, the percentage result of mothers‟ ratings of causes revealed that household responsibility; follow up of child education, child caring, disparity in parenting style, misunderstanding, lack of interest to generate income, carelessness, insufficient income for the family, extravagance and lack of intimacy were the major causes of marital conflicts. The t test results showed that these parents practiced more destructive reasoning than verbal aggression & physical aggression, and more verbal aggression than physical aggression when they resolve marital disagreements. The result of interview also revealed that there are some homes that had applied hostile form of conflict resolution tactics. On the other hand, the independent t test depicted that low self-regulated students reported higher level of conflict property; threat appraisal; self-blame appraisal, and perception of low parental support compared to high self-regulated students. Pearson correlation also revealed a statistically significant negative relationship of academic self-regulation with conflict property, threat, selfblame and low parental support. Consistently, the SEM analysis depicted that interparental conflict negatively influences adolescent‟s academic self-regulation mediated by low parental support and self-blame. Finally, on the basis of these findings conclusions, recommendations and future research directions were forwarded.