AAU Institutional Repository (AAU-ETD)
Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.
How to Submit Your Work
The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research
- All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.
You may contact digirep@aau.edu.et.with any questions about the repository
Colleges,Institutes in AAU-ETD
Select a college,institute to browse its collections.
Recent Submissions
Assessment of Mental Health Concerns among Students in Addis Ababa University through Online Platform: Self-Diagnosis, Coping Mechanisms and Influence on Academic Performance
(Addis Ababa University, 2026-06) Genet Mekuria; Belay Tefera
This mixed-methods study conducted in June 2026 assessed the relationships between general mental health distress, digital health tracking, self-diagnosis, and academic functioning among 400 undergraduate students at Addis Ababa University. The results showed that 78% of all surveyed participants utilized online platforms to research their health symptoms when feeling unwell, relying primarily on smartphones to access Google and various artificial intelligence tools. Within the subgroup of 312 active online health information seekers, a striking 87.8% reported experiencing moderate to high levels of baseline psychological distress. Moreover, the study identified significant behavioral consequences of these habits, noting that 55.4% of the student population displayed moderate cyberchondria and 8.3% suffered from high cyberchondria. Pearson correlation analyses confirmed that using online resources as a digital coping mechanism was associated with an increase, rather than a reduction, in mental distress (r=.253, p<.01), functioning as a maladaptive behavioral loop that feeds health anxiety. This elevated mental distress was subsequently found to have a significant negative correlation with general life satisfaction (r=-.274, p<.01) and a positive correlation with negative academic impacts (r=.201), indicating that unmanaged digital searching explicitly disrupts concentration, study workflows, and subjective well-being.
Keywords: Cyberchondria, mental health distress, online self-diagnosis, digital coping mechanisms, health anxiety,
The Mediating Role of Technology Adoption Behavior Between Emotional Intelligence and Job Satisfaction Among Corporate and Zonal Office Employees of Ethio Telecom
(Addis Ababa University, 2026-06) Heaven Girma; Abera Tibebu
The digital era has transformed the work place globally in many paradigms. Ethiopia has
articulated its commitment to digital transformation through the Digital Ethiopia 2025 strategy.
This will reshape shape job satisfaction, and require adaptive capabilities such as emotional
intelligence to navigate the challenges of digital transformation. This study investigated the
relationship between emotional intelligence (EI), technology adoption behavior (TAB), and job
satisfaction (JS), among permanent Ethio telecom employees in Addis Ababa. A quantitative
correlational research approach utilizing stratified sampling design yielded a verified sample of
177 participants in fundamental divisions. Standardized measurements included Minnesota
Satisfaction Questionnaire short form, Wong and Law Emotional Intelligence Scale (WLEIS) and
a questionnaire that adopted the Unified Theory of Acceptance and Use of Technology Model
(UTAUT). Simple linear and hierarchical multiple regressions confirmed that EI and TAB are
significant predictors of Job Satisfaction. Hierarchical regression testing showed that TAB
operates as a partial mediator between EI and JS, contributing a significant increment in
variation. Furthermore, developmental comparative analysis through independent sample t-test
indicated high stability across Early Adulthood (25–39) and Middle Adulthood (40–59) for both
EI and TAB constructs, whereas Job Satisfaction proved distinctively higher within the older
employees.
Academic Self-Concept of Remedial Program Students in Private Higher Education Institutions of Addis Ababa: The Role of Academic Motivation and Perceived Social Support
(Addis Ababa University, 2026-05) Metmeku Yohanis; Seleshi Zeleke
The purpose of this study was to examine the academic self-concept of remedial program students in private higher education institutions of Addis Ababa and the role of academic motivation and perceived social support. The study was conducted using sequential explanatory mixed method research design. Data were collected from 366 participants. The quantitative data were collected through self-reported questionnaires by using academic self-concept questionnaire, academic motivation scale and multidimensional scale of perceived social support. The qualitative data were collected through an in depth interview. The quantitative data were analyzed by using SPSS version 27 whereas the qualitative data were analyzed through thematic analysis. The findings revealed that the participant’s academic self-concept was medium. There was statistically significant gender difference in the academic self-concept of remedial program students in private colleges of Addis Ababa. Male students scored significantly higher in academic self-concept than female students. Academic motivation was strongly and positively correlated (r=0.605, p,0.001) with academic self-concept. Perceived social support was moderately associated with academic self-concept (r = .412, p<.001)). The regression analysis results indicated that academic motivation is a significant predictor of academic self-concept, explaining 36.6% of the total variance. Academic motivation and perceived social support together explained 41.5 % of the variance in academic self-concept. The qualitative phase shows intrinsic motivation functioned as a psychological buffer against the weight of prior failure; the conditionality of family support mattered as much as its presence; and also prior academic history and the nature of academic motivation associated with academic self-concept.
Key terms; Academic self-concept, Academic motivation, Perceived social support, remedial Program, Private higher education.
Perceived Benefits and Perceived Barriers' of Help Seeking Intention for Mental Health Counseling: The Moderating Role of Social Support Among High School Students in Bole Secondary School
(Addis Ababa University, 2026-05) Nuhamin Teferi; Abera Getachew
Mental health help-seeking among adolescents remains a critical yet underexplored issue in the
Ethiopian educational context. This study examined the perceived benefits and perceived
barriers associated with help-seeking intention for mental health counseling and explored the
role of social support among students at Bole Secondary and Preparatory School in Addis
Ababa, Ethiopia. the The study employed a quantitative cross-sectional correlational research
design. Data were collected from 275 students selected through a multistage sampling procedure
using a structured self-administered questionnaire. Descriptive findings indicated that students
generally held positive perceptions regarding the benefits of mental health counseling and
reported relatively high intentions to seek professional help when experiencing emotional or
psychological difficulties. However, students also reported high levels of perceived barriers,
particularly self-reliance, concerns about confidentiality, stigma, and fear of social judgment.
Family support emerged as the strongest source of social support among respondents. Pearson
correlation analysis revealed that perceived barriers had the strongest positive relationship with
help-seeking intention (r = .554, p < .001), followed by social support (r = .271, p < .001).
Multiple regression analysis further demonstrated that perceived barriers were the strongest
predictor of help-seeking intention (β = .560, p < .001), followed by social support (β = .234, p
< .001), while perceived benefits did not significantly predict help-seeking intention (β = .080, p
= .122). Collectively, the predictor variables explained 38.1% of the variance in help-seeking
intention (R² = .381, F(3, 271) = 55.619, p < .001). Hierarchical regression analysis also
indicated that social support made a significant contribution to the prediction of help-seeking
intention, highlighting the importance of supportive family, peer, and school relationships in
facilitating access to mental health services. The study concludes that students’ intentions to seek
mental health counseling are influenced more strongly by perceived barriers and social support
than by their beliefs regarding the benefits of counseling. The findings underscore the need for
schools to strengthen counseling services, reduce stigma, address confidentiality concerns, and
actively engage families and school communities in promoting positive mental health helpseeking
behaviors among adolescents.
Key words: Perceived Benefits, Perceived Barriers, Help-Seeking Intention, Social Support,
Mental Health Counseling,
The Role of Cultural Diversity at Bingham Academy: Opportunities for Positive Cross-Cultural Learning and its Challenges on Social Identity formation
(Addis Ababa University, 2026-05) Sara Dejene; Habtamu Wondimu
The research investigated the issue of cultural diversity in Bingham Academy, highlighting the prospects for positive cross-cultural learning and the problems associated with the process of social identity formation among the students. The research was based on three main goals, which were as follows: (1) the analysis of cultural diversity and the contribution of cultural diversity in the process of cross-cultural learning of students; (2) the identification of problems in the process of social identity formation among students; and (3) the determination of approaches for the creation of an inclusive educational environment. The research was conducted using mixed method research design and collected from 150 respondents as well as analyzed the collected data using SPSS software version 26. The findings on cross-cultural learning showed that students normally gain from the multicultural setting especially in relation to gaining new perspectives, cooperative learning, and cultural interaction. Nonetheless, based on descriptive statistics, there were differences in confidence levels and benefits gained from diversity, showing that students may differ in their experience of diversity. The KII findings also revealed that cultural interactions through classroom activities, friendships, and events at the school promote intercultural empathy and openness. On social identity development, it was found that the majority of the students have experienced a sense of belonging and inclusivity in the school community. Some students, however, had challenges including identity confusion, peer pressure, language barriers, and sometimes stereotyping and discrimination. The research highlighted important measures that can be used in improving inclusion, such as conducting group activities, culturally responsive teaching, and teacher training on cultural sensitivity. The students stressed the need for respectful communication and increased presence of different cultures within school activities. In summary, the research suggests that there are good chances for cross-cultural education and development of identity due to the presence of cultural diversity at Bingham Academy.
Keywords: Bingham Academy, cross-cultural learning, cultural diversity; inclusive education; sense of belonging; social identity formation