School of Educational Sciences

Relationships of Psychological Well-Being and Academic Support with Academic Achievement of First-Year University Students: The Mediating Roles of Academic Motivation and Resilience

Fri, 01 Aug 2025 00:00:00 GMT

Relationships of Psychological Well-Being and Academic Support with Academic Achievement of First-Year University Students: The Mediating Roles of Academic Motivation and Resilience Kerebeh, Biniyam This study examined the mediating roles of academic motivation and resilience in the relationships between psychological well-being, perceived academic support, and academic achievement among first-year students at Injibara University. A correlational design was employed to address these objectives. Instruments included adapted versions of Ryff’s Psychological Well-Being Scale, Gutiérrez et al.’s Perceived Academic Support Scale, Vallerand et al.’s Academic Motivation Scale, and Cassidy’s Academic Resilience Scale. Participants comprised 503 students (403 males, 100 females), selected via multi-stage stratified random sampling. Instrument validation involved translation and transcultural adaptation to ensure cultural relevance, followed by a pilot study with 200 students. Confirmatory factor analysis (CFA) assessed model fit using indices such as the Comparative Fit Index (CFI > 0.90), Root Mean Square Error of Approximation (RMSEA < 0.08), and chi-square/degrees of freedom ratio (< 3), confirming structural validity. Internal consistency was established with Cronbach’s alpha (> 0.70) and composite reliability (> 0.70), while convergent and discriminant validity were supported through average variance extracted (AVE > 0.50) and inter-construct correlations. Structural equation modeling (SEM) results demonstrated that psychological well-being exerted both direct and indirect effects on academic achievement, with academic motivation and resilience partially mediating this relationship, while perceived academic support showed solely an indirect effect, fully mediated by academic motivation and resilience. These findings highlight the importance of fostering psychological well-being and targeted support to enhance motivation and resilience, improving academic outcomes. The study offers recommendations for educational interventions, acknowledges limitations, and proposes future research directions.

The Contribution Of Teachers As Professional Learning Community On Improving Students Social And Emotional Learning In Awi Zone Secondary Schools

Tue, 01 Jul 2025 00:00:00 GMT

The Contribution Of Teachers As Professional Learning Community On Improving Students Social And Emotional Learning In Awi Zone Secondary Schools Mulat, Alemu This study examined the effect of teacher professional learning community (PLC) dimensions on students' social and emotional learning (SEL) using a structural equation modeling (SEM) approach. An explanatory sequential mixed-method design was employed. In the first stage, 12 woredas were randomly selected, and 12 senior secondary schools were chosen using a multi- stage sampling technique, with a sample size of 397 teachers. Data from these teachers were analyzed using SPSS 27, and the results showed excellent internal consistency for both the SEL (α = 0.937) and PLC (α = 0.920) scales. In the second phase, a qualitative case study design was utilized, employing extreme case sampling to explore outlier cases with extreme PLC and SEL scores. Semi-structured interviews were conducted with ten teachers, and thematic analysis was applied to the qualitative data. The findings revealed that students' SEL competencies, particularly self-management and self-awareness, were moderately developed, but responsible decision-making needed improvement. A multifaceted approach to SEL, involving diverse teaching methods and strong teacher-student relationships, was essential for fostering these competencies. However, inconsistent implementation and resource constraints hindered the effectiveness of SEL interventions. Teachers engaged positively in PLCs, but the direct impact on SEL outcomes was limited due to challenges such as time constraints and resource limitations. Shared and supportive leadership, trust, and collegial relationships were key factors for successful PLC implementation. The study concluded that integrating SEL principles within PLC frameworks and investing in continuous professional development are critical for enhancing students' SEL skills. Thus, the schools must invest in continuous professional development that integrates SEL principleswithin PLC frameworks. Key words: professional learning community, social and emotional learning, teachers collaboration, student competencies, and structural equation model

Developing Occupations Standards and TVET Curriculum for the Ethiopian Micro and Small Enterprises: The Curriculum of Trees and Fruit Plants Nursery Management Occupation in Bahir Dar City Administration

Fri, 01 Nov 2024 00:00:00 GMT

Developing Occupations Standards and TVET Curriculum for the Ethiopian Micro and Small Enterprises: The Curriculum of Trees and Fruit Plants Nursery Management Occupation in Bahir Dar City Administration Tadesse, Zekarias In Ethiopia, micro and small enterprises development is promoted as strategy for jobs creation, economic growth and transformation. TVET institutions provided industry extension services aimed to impact skills development and productivity. However, TVET had limits from lack of occupational standards to use as basis of needs assessment. This study aimed to develop occupational standards and curriculum by investigating subjects from among occupations in Bahir Dar City Administration. The study employed design methodology including three phases for problems and needs assessment, analysis, and design and validation. The design research identified Trees and Fruit plants Nursery Management by purposive sampling defining significance to economy and lack of TVET curriculum addressing the labor force. Occupational standard was established based on literature review, task analysis and verification, and in collaboration with skilled nursery farmer and occupational trainers, and informed 5 components, and knowledge, skills and resources requirements, The curriculum of Trees and Fruit plants Nursery Management was also designed including 5 modules—namely, (1) Establishing Nursery, (2) Raising seedlings (3) Vegetative plant propagation (4) Nursing/Tending Seedlings and (5) Nursery Business Development. The design specified program goals, structure, and criteria of enrollment, delivery and qualification. The curriculum was validated in line with occupational standard by panel of 5 including experts and TVET stakeholders. The research assigned recommendations for the program‘s implementation, accreditation and integration into the Ethiopian TVET system

Orphanage Care Services, Psychosocial Well-Being and Psychological Vulnerabilities of Orphanage Children in Bahir Dar City

Sat, 01 Feb 2025 00:00:00 GMT

Orphanage Care Services, Psychosocial Well-Being and Psychological Vulnerabilities of Orphanage Children in Bahir Dar City Tibebu, Fentaye This study intends to examine the status of orphanage care services, psychosocial well being and psychological vulnerability of orphans; and the mediating role of psychological vulnerabilities between orphanage care services and psychosocial well being of orphan children. This study was quantitative and the design was correlational. The participants of the study were 115 orphan and vulnerable children (60 males, 55 females) selected through comprehensive sampling. Data were collected using group administered questionnaires, through measures of orphanage care services, psychosocial well-being, and psychological vulnerability. Descriptive statistics (mean, standard deviation, frequency and percentage) and inferential statistics (one-sample t-tests, multiple regression, and mediation analysis) were performed. The results of one-sample t-tests indicated, orphanages sufficiently addressed needs such as food security, healthcare, education, and shelter. Deficiencies were identified in the provision of psychosocial services. The children showed relatively high levels of self-esteem, hopefulness, and social relationships, reflecting strengths in their psychosocial well being. Psychological vulnerability was found to be low among the children. Regression analyses showed that psychosocial well-being was positively and significantly predicted by healthcare, psychosocial services, food security, educational opportunities, and responsive caregiving, while perceived marginalization negatively and significantly predicted psychosocial well-being. Mediation analysis highlighted perceived stigma consistently mediated the relationships between care services and psychosocial well being outcomes. The study concluded orphanages in the study area effective in providing food security, healthcare, educational opportunities, and housing. Improvements are needed in psychosocial services, and addressing perceived stigma and marginalization. It is recommended that orphanage care centers should focus on enhancing psychosocial services, improving the quality of caregivers, and addressing clothing needs to ensure a more comprehensive care for the children