Psychology

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.

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

An Investigation of the Conceptions, Practices, and Challenges of Competence-Based Education: The Case of Bahir Dar University

Fri, 01 Nov 2024 00:00:00 GMT

An Investigation of the Conceptions, Practices, and Challenges of Competence-Based Education: The Case of Bahir Dar University Zewdu, Melkam This study explored the conceptions, practices and challenges of competence-based education at Bahir Dar University. The study employed mixed research approach with an exploratory sequential design. Interview was conducted with 22 (18 males, 4 females) purposively selected instructors and academic leaders. Documents were reviewed. The qualitative data collected through interview and document review were analysed using content analysis method. The results of interview data indicate ten categories of conceptualizing competence and three ways of conceptualizing competence-based education. The results of the document review indicate misalignment among the five components of strategic alignment in all the five undergraduate curricula. Based on the qualitative results and extensive review of related literature, five–point Likert-scale questionnaires were developed and administered to 305 instructors and 376 students. The quantitative data were analysed using one sample t-test, independent-samples t-test, and one-way MANOVA. The result of the one sample t-test indicates that instructors were practicing principles of competence-based education rarely. Independent t-test result indicate perception difference between instructors and students about instructors’ practice of CBE principles. The result of MANOA shows competence based education principles’ practice difference among the five academic units despite overall rare practicing. The result further indicates nine categories of challenges hindered the practice of competence-based education. Based on these findings it was concluded that the practice of competence-based education is putting the ‘old wine in a new bottle’ exercise despite pressures from national education policy and the world of work. Finally, implications for theory, policy, practice, and future research were forwarded.

Child rearing Practice in Awra Amba Community of Amhara Region

Fri, 01 Jan 0012 00:00:00 GMT

Child rearing Practice in Awra Amba Community of Amhara Region Worku, Nigus The purpose of the study was to explore the experiences of Child rearing practice in Awra Amba Community of Amhara Region, Ethiopia. Ethnographic design guided the data analysis and interpretation processes of the study. The participant of the study were parent raising children in Awra Amba community and active member of the community, who regularly engage in vital functions of the community such as community leaders and founder (n=40, among those, 18=children, 1=youngster, 2=elder, 6 =fathers & 13= mothers among 2= pregnant mothers, 2= recently get birth). Data has been collected through interview which is semi structured and informal dialogue). Most parents report proved that child rearing practice of the community is quite different due to the reason that it is guided by principles stated formally to be followed by parents and considered as slogans for children, father’s attention for the child in all aspect is so very surprising. Child rearing practice in Awra Amba community is described by various activities such as active participation of children in family discussion, children involvement in activities based on their competence for physical strength and for improving skill in teaching good habit of work, playing together for their cognitive maturation, delivering education for facilitating their intellectual thinking ability through involving in kindergarten.