Relations Among Teacher Context, Students' Self- System Processes, Academic Engagement and Academic Performance of Debre Berhan General Secondary Schools
| dc.contributor.advisor | Andualem, Taimrie (PhD) | |
| dc.contributor.author | Demelash, Tadele | |
| dc.date.accessioned | 2019-01-16T14:34:09Z | |
| dc.date.accessioned | 2023-11-10T14:45:09Z | |
| dc.date.available | 2019-01-16T14:34:09Z | |
| dc.date.available | 2023-11-10T14:45:09Z | |
| dc.date.issued | 2009-06 | |
| dc.description.abstract | The purpose o/Ihis study was to examine the relationships among teacher cOlltext, students' selfsystelll processes, academic engagement alld academic peljormance. Data were obtained !i'01ll 327 (M=152, F=J75) general secondary school students in Debre Berhantown. The data were col/ected through questionnaire and Fom students' records. Multiple regressioll analyses revealed that teacher autonomy support, teacher structure and teacher involvemellt significantly predicted studellts perceived autonomy, perceived competence and perceived relatedness respectively, as proposed in the selfsystem process model. Moreover, teacher autollomy support alld teacher structure predicted students' perceived relatedness, and teacher illvolvement predicted perceived competence. Path analysis revealed that teachers' provision 0/ structure alld in volvement had a significant positive indirect effect on academic engagement through both perceived competence and perceived relatedn ess. Among the three componenls 0/ selfsystem processes, perceived competence and perceived relatedness significantly predicted academic engagement. Path una lysis also revealed that perceived competence and perceived relatedness had an indirect effect on academic peljormance through academic engagement. Perceived alltonomy as II selfsyslem component was 1I0t sigllificantly related to academic engagement. Ho wever, lvhen perceived autonomy (RAJ) was broken down in to its two primary suhcompoll ents (i.e .. autonomous and controlled regulations) both had a unique and differential efJect on academic engagement and academic peljorlllance. Specifically, autonomous regulation was positively related to both academic engagement and academic peljormance; and controlled regulatioll was not significantly related to academic engagement but negatively related to academic peljormance. This study also showed that academic engagement was strongly related to academic peljormance. Discussions and conclusions are made on the basis 0/ these findings. Final/v, the educational implications o/theftl/dings andfit/ure areas a/research are suggested. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/15809 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Academic Engagement | en_US |
| dc.subject | Context, Students' Self- System Processes | en_US |
| dc.title | Relations Among Teacher Context, Students' Self- System Processes, Academic Engagement and Academic Performance of Debre Berhan General Secondary Schools | en_US |
| dc.type | Thesis | en_US |