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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
The Relationship Between Socio-Emotional Skills and Academic Achievement of Students in Private Middle Schools in Arada Sub-City, Addis Ababa
(Addis Ababa University, 2025-05-01) Aziza Yusuf; Tamirie Andualem (PhD)
This study explored the relationship between socio-emotional skills and academic achievement among students in private middle schools in Arada Sub-City, Addis Ababa. Employing descriptive correlational study research design, the study combined quantitative and qualitative approaches to provide a comprehensive analysis. Data were collected through structured questionnaires administered to 235 students, with 210 of which were completed and usable, making a 89% response rate. Additionally, interviews were conducted with twelve teachers and six principals to gain deeper insights. Descriptive analysis revealed that students rated their confidence highest in Self-Awareness and Responsible Decision-Making, followed by Self-Management, Social Awareness, and Relationship Skills. Correlation analysis showed positive and statistically significant relationships between all SEL dimensions and academic achievement. Responsible Decision-Making (r = .747) and Self-Awareness (r = .711) had the strongest correlations with academic success, while Relationship Skills (r = .643) exhibited the least influence. Despite these encouraging outcomes, the majority of students did not have access to formal socio-emotional learning programs or counseling services, and teachers had difficulties with resources and training. In order to promote students' emotional and intellectual development, the study emphasizes the significance of incorporating structured socio-emotional learning programs into school curricula, improving teacher capacity, and fortifying leadership support. Improving the middle school students' academic performance and general well-being requires these actions.
Keywords: Self-awareness, Social awareness, Self-management, Relationship management, Responsible decision-making, Academic achievement
The Psychosocial Challenges and Coping Mechanisms of Parents of Children with Epilepsy: The Case of Adama City
(Addis Ababa University, 2025-06-01) Behailu Mulugeta; Sewalem Tsega. (PhD)
Epilepsy is a serious health condition that affects not only children but also their families, especially their parents, who serve as primary caregivers. While much attention has been given to treating epilepsy in children, the challenges faced by their parents are often overlooked. This study aims to explore the psychosocial challenges and coping mechanisms of parents of children with epilepsy in Adama City. It focuses on parents of children with epilepsy who are members of the Adama City Association of People with Disabilities. A qualitative research design was used to better understand the experiences of these parents. Data were collected through semi-structured interviews and Focus Group Discussions from 14 parents (11 mothers and 3 fathers. These parents were selected from 24 (Male 29 and Female 13) members of the parents of children with epilepsy in the association. The findings were thematically analyzed into three main themes: (i) psychological challenges, (ii) social challenges, and (iii) coping mechanisms. The findings show that parents face significant psychological challenges such as stress, anxiety, depression, loneliness, and self-blame. Social challenges include stigma, discrimination, lack of support, financial hardship, and limited access to healthcare and counseling services. Cultural beliefs that associate epilepsy with spiritual causes or punishment for sin worsen these challenges. Despite these difficulties, parents use various coping mechanisms. These include relying on faith and spirituality, seeking help from local organizations, educating themselves about epilepsy, and drawing strength from personal resilience and commitment to their children. However, the study also revealed a lack of professional support, particularly in areas such as medical care, nutrition, and behavioral management. The study recommends that healthcare services and psychosocial support programs for families of children with epilepsy should be improved. Raising awareness in the community is also essential to reduce stigma and promote understanding.
Keywords: Epilepsy, Psychosocial Challenges, Coping Mechanisms, Stigma, Parents
Psychological Correlates of Behavioural Intentions of Young Adults towards Non Communicable Diseases in Ethiopia
(Addis Ababa, Ethiopia, 2025-06) Shumye Molla
Non-communicable diseases (NCDs) are a significant threat in Ethiopia and globally, largely
influenced by psychological factors affecting preventive behaviors. This study investigated
the relationships between knowledge of NCDs, self-efficacy, outcome expectancy, personal
risk perception, and behavioral intentions to prevent NCDs among young Ethiopian adults.
Using a quantitative approach with data from 420 university students, the study found that
knowledge, perceived severity, self-efficacy, and outcome expectancy significantly predict
behavioral intentions, accounting for 73% of the variance. However, perceived vulnerability
did not significantly contribute. Gender, age, and academic year moderated some
relationships. The findings emphasize the importance of boosting knowledge and self efficacy in NCD prevention programs, while also considering gender and age in
interventions.
Sustainable Primary School Leadership in Sheger City, Ethiopia: the Anatomy of Policies and Manifestation of Practices
(Addis Ababa Unversity, 2025-06) Tesfaye Gemechu; Getnet Tizazu Fetene(PhD)
I employed a qualitative case study design to explore sustainable school leadership (SSL) in primary schools in Sheger City, Ethiopia with emphasis on the anatomy of policies and manifestations of practices. I addressed these issues as related to principal succession, collective capacity, and school culture, which are elements of SSL. I collected data primarily from 10 relevant official documents and 24 purposively selected key informants: principals, potential candidates, and education officers. I used semi-structured interviews, document analysis, and, to a lesser extent, observation and field notes to collect data for the study. I analyzed the data using a combination of content and thematic analysis. The data indicated that policies both supported and undermined the materialization of SSL. However, policies that undermined SSL were more powerful than supportive policies, and the way policies were structured also reinforced the same effect. These factors made the overall influence of policies lean towards undermining SSL. In terms of the practice of SSL, potential candidates were disinterested in becoming principals, and incumbent principals were unwilling to stay long. There was a scarcity of staff, deficiencies in school principals’ qualifications, and the school staff was less motivated and committed to their jobs, which made the collective capacity of the schools ineffective. The strong culture of schools in the studied area was also largely lacking, and participants had difficulties understanding what school culture is, let alone reporting its practices. Therefore, the study concluded that one could not generate adequate guarantee for the materialization of SSL from the way policies were structured and practice prevailed in the study context. The implications of the study's findings are for the federal government, the Ministry of Education, the Oromia Education Bureau, Woreda/subcity education offices, and other educational stakeholders to restructure and refine policies and take steps to shape practices to enable the materialization of SSL.
Digital Altruism and Social Intelligence Relationship among youth: Case of Addis Ababa University
(Addis Ababa University, 2025-06) Betelhem Tesfaye; Dawit Mekonnen (PhD)
This study investigates the relationship between digital altruism and components of social intelligence that are social skills, social awareness, and social information processing among undergraduate students at Addis Ababa University. Grounded in the growing intersection between prosocial behaviour and digital interaction, the study utilized a quantitative approach, collecting data from 115 undergraduate social work students through structured questionnaires. Descriptive statistics used to analyse demographic variables, while Pearson correlation and multiple linear regression were employed to examine the analytical power of each component of social intelligence on digital altruism. The findings reveal that social skills and social awareness are significant positive predictors of digital altruism, supporting the first two hypotheses. However, social information processing did not show statistically significant relationship with digital altruism, suggesting its influence may be mediated by other psychological or contextual variables. The study also found that most participants were between in their 20 - 22 years old, female students are more likely than male students to engage in digital altruism, and students in later years of university exhibit higher levels of digital altruism than those in earlier years. Platforms such as TikTok, Instagram, and YouTube primarily for entertainment and educational purposes use. These results contribute to the understanding of how different aspects of social intelligence shape prosocial behaviours in digital contexts. It highlights the importance of nurturing social emotional competencies in youth as a way of promoting ethical and empathetic digital engagement. The study concludes with recommendations for educators, policymakers, and digital platform developers to integrate social intelligence training into university curricula and digital literacy programs