Early adolescents' Perceived school envionment goals belongingness and their psychological and academic adjustment in bonga and wush wush aupper primary Schools: a Path analyses
| dc.contributor.advisor | Zewdie, Teka (PhD | |
| dc.contributor.author | Legesse, Assaye | |
| dc.date.accessioned | 2018-07-04T06:39:30Z | |
| dc.date.accessioned | 2023-11-10T12:25:57Z | |
| dc.date.available | 2018-07-04T06:39:30Z | |
| dc.date.available | 2023-11-10T12:25:57Z | |
| dc.date.issued | 2004-06 | |
| dc.description.abstract | This study examined the relationship between early adolescents' perceived school goal for learning and perceived positive teacher-student and peer relationships with their personal achievement goals, feelings of belongingness and their psychological and academic adjustment in schoo!. The study also examined the role that students' personal achievement goals, feelings ol belongingness play in mediating the liaison between perceptions of the school environment, and school related beliefs, affect and achievement. Three hundred eighty eight early adolescents of two upper primary schools were included in the study. Survey scales were employed to collect the data. Series of multiple regression analyses and path model coefficients depicted that perceived school goals and positive teacher-student and peer relationships predicted the adoption of personal goals and feelings of belongingness in school respectively. Personal mastery goals and feelings of belongingness mediated the positive effects ol perceived school mastelY goals on academic selfejficacy and positive school affect. Sim ilarly personal peJiormance approach and personal peJiormance avoidance goals mediated the effects of perceived school peliormance approach and performance avoidance goals on feelings ol academic self-consciousness. Feelings of school belongingness mediated the positive eflec/s ol perceived positive teacher-student relationship and positive peer relationship on academic sell: efficacy and positive affect in schoo!' Feelings of academic self-efficacy and positive affect in school were positively related to achievement (as described by semester academic average scores). However, feelings of academic self-consciousness were negatively related to achievement and mediated the negative effects ol personal performance avoidance goals. Yet no evidence was obtained for other psychological variables to mediate the effect ol personal goals andfeelings of belongingness on academic achievement. Finally, the results disclosed that both the perceived cognitive and affective aspects of school environment significantly affected early adolescents ' psychological and academic adjustment (details are presented in the result section). | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/6124 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Early adolescents | en_US |
| dc.title | Early adolescents' Perceived school envionment goals belongingness and their psychological and academic adjustment in bonga and wush wush aupper primary Schools: a Path analyses | en_US |
| dc.type | Thesis | en_US |