Vegrecha, Vimla (PhD)Tamiru, Tiruwork2018-08-092023-11-182018-08-092023-11-182015-04http://etd.aau.edu.et/handle/12345678/11464Examining the process how the exposure of adolescents to destructive interparental conflicts influences their academic self-regulation; identifying the major causes of interparental conflicts and types of conflict tactics that parents of adolescents employed to resolve marital conflicts were the main purposes of this study. To investigate these problems, seven research questions were formulated. Data were collected form 421 students of Gion, Fasilo and Bahir Dar Preparatory schools and from 194 mothers of these students through questionnaire and semistructured interview. Eighteen questionnaires from adolescents and 6 questionnaires from mothers were discarded through data screening processes. As a result, the main analysis was done based on 403 adolescents‟ (193 male and 210 female) and 188 mothers‟ questionnaire responses. Percentage, one sample t test, repeated sample t test, independent t test, Pearson Product Moment Correlation Coefficient, and Structural Equation Modeling (SEM) were employed to analyze the data collected through questionnaires and description was used to present the data collected through semi-structured interview. Thus, the percentage result of mothers‟ ratings of causes revealed that household responsibility; follow up of child education, child caring, disparity in parenting style, misunderstanding, lack of interest to generate income, carelessness, insufficient income for the family, extravagance and lack of intimacy were the major causes of marital conflicts. The t test results showed that these parents practiced more destructive reasoning than verbal aggression & physical aggression, and more verbal aggression than physical aggression when they resolve marital disagreements. The result of interview also revealed that there are some homes that had applied hostile form of conflict resolution tactics. On the other hand, the independent t test depicted that low self-regulated students reported higher level of conflict property; threat appraisal; self-blame appraisal, and perception of low parental support compared to high self-regulated students. Pearson correlation also revealed a statistically significant negative relationship of academic self-regulation with conflict property, threat, selfblame and low parental support. Consistently, the SEM analysis depicted that interparental conflict negatively influences adolescent‟s academic self-regulation mediated by low parental support and self-blame. Finally, on the basis of these findings conclusions, recommendations and future research directions were forwarded.enGion FasiloThesis