http://ir.bdu.edu.et/handle/123456789/15880 2026-08-27T18:28:29Z http://ir.bdu.edu.et/handle/123456789/17050 The Mediating Role Of Dimensions Of Help-Seeking Constructs In Explaining The Relation Between Students’ Motivational Orientation And Mathematics Achievement Fasika, Teshale Wole Given its relevance across various fields of study, achievement in mathematics can influence students' learning and future career paths. Accordingly, identifying the factors that influence students’ mathematics achievement is important for supporting and improving their learning outcomes. The main objective of this study was to examine the mediating role of help-seeking constructs (attitude toward help-seeking (ATHS) and academic help-seeking behavior (AHSB)) in explaining the relationship between students’ motivational orientations (social skills (SS) and social goal orientation (SGO)), and mathematics achievement (MA) among 924 Grade 8 students. Participants were selected using a systematic random sampling technique, by which a proportional number of students were chosen from each school. The study employed a quantitative approach and a correlational research design. Data were collected using the Social Skills Questionnaire (SSQ), Social Goal Orientation Questionnaire (SGOQ), Attitude Toward Help-Seeking Questionnaire (ATHSQ), and Academic Help-Seeking Behavior Questionnaire (AHSBQ). Data on mathematics achievement were obtained from official school records. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), and the findings revealed significant parallel and sequential mediating roles of ATHS and AHSB in the relationship between SS and SGO with MA. Also, the findings confirmed that ATHS and AHSB are part of the mechanisms through which SS and SGO influence students’ mathematics achievement. Based on the results, the study recommends that schools and educators need to strive to develop students’ social skills and foster intimate peer relationships to promote positive attitudes toward help-seeking and encourage academic help-seeking behavior, ultimately enhancing mathematics achievement. Finally, the research underscores the importance of implementing comprehensive interventions to support and improve students’ achievement in mathematics 2025-11-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17044 Emotional Intelligence, Goal Orientation, And Academic Achievement: The Mediating Role Of Academic Engagement And The Moderating Role Of Academic Procrastination Derib, Gosim Bereded Emotional intelligence and goal orientation have received significant attention in the educational context due to their positive impact on learning outcomes. However, the underlying mechanisms through which these variables influence academic achievement have not been fully explored. This study aims to investigate the relationship among emotional intelligence, goal orientation and academic achievement using academic engagement as a mediator and academic procrastination as a moderator. To address this objective, a correlational research design was utilized. First-year undergraduate students enrolled at Wollo University during the 2023/2024 academic year were the target population. 1351 students were selected using stratified random sampling. The TEIQue-SF, Goal orientation scales, UWES-S and Academic procrastination scales were used to collect data. First semester Grade Point Average was used as a measure of academic achievement. Partial Least Squares Modeling was used to test the hypothesized relationship. The findings revealed significant direct positive effect of Trait EI and goal orientation on academic achievement. Academic engagement partial mediated the relation between Trait EI, goal orientation and academic achievement. Both passive and active academic procrastination significantly moderated the relationship between Trait EI and academic achievement, while passive procrastination moderated the relationship between goal orientation and academic achievement. These imply that the positive influence of Trait EI and goal orientation on academic achievement is strengthened by academic engagement and also depends on students’ procrastination habits. It is suggested that interventions that promote students’ EI skills, mastery and performance approach goals and students’ academic engagement need due attention to improve students’ academic achievement 2025-10-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17037 Effects of Perceived Linguistic Competence and Textbook Linguistic Complexity on Science Achievement through Engagement Profiles Among Seventh-Grade Students Henos, Ejigu Students perceived linguistic competence and textbook linguistic complexity are related to their engagement in science learning, yet the mechanisms linking linguistic factors to achievement remain insufficiently examined, particularly in multilingual contexts. This study investigated the effects of perceived linguistic competence and textbook linguistic complexity on science achievement through engagement profiles among 7th-grade students in Ethiopia. A correlational research design was employed. Data were collected from 500 students for the survey and from 210 students for the linguistic complexity analysis in selected primary schools in Bahir Dar city using multistage, stratified, and content sampling techniques. Perceived linguistic competence across phonological, lexical, and semantic dimensions, perceived textbook linguistic complexity, and engagement profiles across cognitive, behavioural, emotional, and agentic dimensions were assessed using validated instruments. Linguistic complexity of selected reading texts in the 7th-grade General Science textbook was analyzed through a triangulated approach incorporating a Linguistic Complexity Judgment Task, lexical density measures, lexical sophistication, and lexical diversity indices. Science achievement was measured using official second semester average scores. Structural Equation Modeling (SEM) was used to test direct and indirect effects. The findings showed that the reading texts had high lexical density, sophisticated vocabulary, and abstract meanings, indicating a high level of linguistic complexity in the general science textbook. The SEM results also showed that perceived linguistic competence and textbook linguistic complexity had both direct and indirect effects on science achievement through engagement profiles. Engagement profiles partially mediated the effects of perceived linguistic competence and textbook linguistic complexity on science achievement, with cognitive and agentic engagement showing stronger mediating roles. The findings emphasized that linguistic perceptions and text demands influence achievement during a key stage of schooling. It is recommended that science instruction and textbooks be aligned with students’ linguistic competence and designed to enhance engagement in order to improve science achievement 2026-06-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/17036 Psychosocial Distress and Associated Factors among Internally Displaced Persons Living in the Host Community of Debre Tabor City, Ethiopia Getnet, Tarekegn The aim of this study was to assess the prevalence, associated factors, coping mechanisms, and lived experiences of psychosocial distress among internally displaced persons (IDPs) living in Debre Tabor City, Ethiopia. Specifically, the study sought to determine the prevalence of depression, anxiety, stress, and post-traumatic stress disorder (PTSD); identify factors associated with psychosocial distress; examine coping mechanisms employed by IDPs; and explore their lived experiences. To achieve these objectives, a convergent parallel mixed-methods design was employed. Quantitative data were collected from 383 internally displaced persons selected through systematic random sampling using the Depression, Anxiety, and Stress Scale (DASS-21), the Primary Care PTSD Screen for DSM-5 (PC-PTSD-5), the Oslo Social Support Scale (OSLO-3), the Brief COPE-28, and adapted measures of economic hardship and traumatic exposure, while qualitative data were gathered through key informant interviews and focus group discussions. The quantitative data were analyzed using descriptive statistics and binary logistic regression, whereas the qualitative data were analyzed through thematic analysis. The findings revealed a high prevalence of psychosocial distress among IDPs, with depression, anxiety, stress, and PTSD being common mental health concerns. Maladaptive coping strategies, economic hardship, female sex, older age, lower educational attainment, and greater traumatic exposure were identified as significant factors associated with psychosocial distress, while social support demonstrated a protective effect. Furthermore, the qualitative findings highlighted social isolation and stigma as major lived experiences of displacement and generally supported the quantitative results. The study concludes that psychosocial distress represents a serious public health concern among internally displaced persons in Debre Tabor City. Therefore, government bodies and humanitarian organizations shall implement integrated mental health and economic support programs, strengthen community-based social support networks, reduce stigma and social exclusion, and promote adaptive coping strategies to improve the psychological well-being of displaced populations. 2026-06-01T00:00:00Z