Zeleke, Seleshi (PhD)Aregay, Getachew2019-01-092023-11-102019-01-092023-11-102006-06http://etd.aau.edu.et/handle/12345678/15566This 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.enPsychosocial Factors Influencing Academic AchievementThesis