The Effect of Psychosocial Adjustment, Self-efficacy and Admission Test Result on Academic Performance of First Year Students in Adwa College of Teacher Education
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Date
2014-05
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Addis Ababa University
Abstract
The objective of the study was to examine the effect of psychosocial adjustment, self-efficacy and
admission test result on academic performance of first year students in Adwa Teacher Training
College. The coping methods of students were also examined. Two hundred forty first year
students (120 males and 120 females) were included in the study. The data were obtained using
self-administered instrument: self-efficacy and psychosocial adjustment scales and coping
inventory. The three measuring instruments were adapted from previous related studies.
Descriptive statistics, multiple regression and t-test were used to analyze the data. Personal-
emotional adjustment was found to be one of the major psychosocial problems. In relation to
coping strategy, emotion- focused method was the most frequently used one. The results showed
that male students have significantly higher mean score in psychosocial adjustment and
admission test result than females and female students have higher mean score in self-efficacy
than males. Psychosocial adjustment and self-efficacy predicted the academic performance of
the students, while admission test result didn’t. The results have implications for instructional
practice. Instructors, for example, can enhance the academic performance of their students via
designing relevant educational methods that may positively influence students’ behavior.
Further research is recommended on examining the effect of the variables included in the
present study and other variables like student socio-economic status, educational background
and institutional factors (opportunities and constraints)
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Teacher education