Religiosity, Goal Orientation, and Learner Autonomy as Correlates of Students' Academic Performance of Preparatory School Students in South Wollo

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Addis Ababa University


This paper examines the relationships among religiosity, goal orientation, learner autonomy, and academic achievement of preparatory school students. In light of this intention, three preparatory schools in South Wollo were selected. Data were gathered using Religiosity cale (RR), Goal Orientation Scale (GO), and Learner Autonomy Scale (LA) from 116 students in the selected schools. Achievement scores (AA) were secured from record offices of each school. Inter-correlation matrix, partial correlations, multiple regression analyses, and stepwise regression analyses were used to analyze the data. Correlation revealed that there were relationships between AA and RR, GO, and LA. Results of partial correlations indicated that AA was positively and significantly related to Go, RR, and LA after the combined contribution of other variables partial out. Results of partial correlations among RR, GO, LA indicated that GO was positively and significantly related to LA but not significant with RR. The relationship between LA and RR was not Significant. Multiple regression analysis showed that RR, GO, and LA contributed significant contribution to AA of the students accounting for 22.6% of the overall variance of students ' AA. The stepwise regression analysis has arranged RR, GO, LA in terms of their contribution to the regression and was found that LA, GO, and RR contributed 0.162, 0.039, and 0.025 respectively to the multiple co-effiCient of determination (R2 =0.226). Based on the implication of these findings to the educational and instructional practices, the researcher recommends that non-cognitive variables need to be given due attention to increase students academic performance.



academic achievement of preparatory school students