Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa
| dc.contributor.advisor | Tefera, Belay (PhD) | |
| dc.contributor.author | Girma, Mariamawit | |
| dc.date.accessioned | 2018-08-07T05:53:11Z | |
| dc.date.accessioned | 2023-11-18T16:18:08Z | |
| dc.date.available | 2018-08-07T05:53:11Z | |
| dc.date.available | 2023-11-18T16:18:08Z | |
| dc.date.issued | 2014-10 | |
| dc.description.abstract | The aim of this study was to examine the effects of Father’s educational involvement on children’s educational aspiration, educational self-concept and academic achievement of primary and secondary school students in some selected schools of Addis Ababa. Participants of this study were 260 adolescents (154 males and 106 females) selected randomly. Data about participants were collected through questionnaire, Father Involvement Scale, Educational Self Concept and Aspiration Scaleand biographical form. Data were analyzed using both descriptive and inferential statistical methods. One sample T- test, independent T- test Pearson product moment correlation coefficient and regression were employed to uncover the associations among the variables considered. The results revealed that most fathers were not involved in their children’s educations. Most students score high on educational aspiration and self concept scale. There was no statistically significant difference in father involvement in their children’s’ education between students from government and private school students’ on the other hand, there was a statistically significant relationship between educational aspiration and academic performance and educational self-concept and students’ academic performance. Similarly there was a statistically significant relationship between father involvement and students academic performance. Predictor variables such as sex, grade level, age, father involvement, fathers educational status and fathers occupational situation, students’ educational aspiration and self concept all in total contributed 11.8% for the variation of students’ academic performance. Out of 11.8% accounted for variations in students academic performance, 4.3% (age), 2.8% (grade level), 2.5% (sex) and 1.6% (students educational self concept) were contributed by these variables. Practical implications of the findings were discussed | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/11085 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Schools of Addis Ababa | en_US |
| dc.title | Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa | en_US |
| dc.type | Thesis | en_US |