Psychosocial Factors Influencing Academic Achievement of South Tigray High School Students
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Date
2006-06
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Addis Ababa University
Abstract
This study was made to find out the mo st important psychoso cial variables [father
involvement. mother involvement, mother education, father education, academic self
concept, parental self-concept, social self-concept, general se lf- co ncept, and
socioeconomic status of parsons] that affect the academic achievement of South
Tigray Senior Secondary school students.
The sample was formed of 255 senior secondary school students currently studying in
two government schools [Tilahun Yigzaw Senior Secondary School and Korem Senior
Secondary school} of which 163 were Males, and 92 were Females. Multiple regre ssion
and step-wise regression analysis was em ployed to find the contrib ution of each
predictor variables in predicting academic achievement of students.
The result of multiple regression and step-wise regre ss ion analys is indicates that
academic self-concep t, father involvement, and parental self-co nce pt have significant
and positive effect on academic achievement of students. The proportion of variance in
academic achievement by the three predictor variables was 43.5 %, 12.4%, and 6.9%
. respectively. The combined effect of the three predictor variables has 68% variance in
academic achievement.
The result indicates th at all th e above mentioned psychoso cial variable s correlate
positively with academic achievement. But, the co rrelation between academic se lf
. concept, father involvement, and parental self-concept co rrelates more stro ngly with
academic achievement, p< .05.
The result suggests in this particular study educational int ervention strategies geared to
raise academic achievement would probably be more lik ely to succeed if they focus on
en hance men t of academic self-con cept, parental self-concept of students and, parental
involvement.
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Psychosocial Factors Influencing Academic Achievement