Thesis and Dissertations

The Mediating Role of Psychological Capital and Academic Engagementin the Relationship between Emotional Intelligence and Academic Achievement

Tue, 01 Jul 2025 00:00:00 GMT

The Mediating Role of Psychological Capital and Academic Engagementin the Relationship between Emotional Intelligence and Academic Achievement Fenta, Belete This study examinedhow and to whatextent emotional intelligence contributes to students’ achievement mediated through psychological capital and academic engagement in higher education. A quantitative approach with a cross-sectional correlational design was employed. The sample consisted of 321(244 males and 77 females) final-year regular undergraduate engineering students from Bahir Dar Technology Institute (BiT), Bahir Dar University(BDU) in Ethiopia, selected using a stratified random sampling across eight departments in five faculties. Data were collected using the Wong and Law Emotional Intelligence Scale (WLEIS), short forms of the Psychological Capital Questionnaire (PCQ-12), and the Academic Engagement Scale (AES-12). Academic achievement was measured using Cumulative Grade Point Average (CGPA), collected from the institute’sregistrar. Structural equation modeling with maximum likelihood was utilized to test the proposed model and the hypothesized relationships. Mediation analysis revealed that psychological capital and academic engagement played a simple and serial mediation role in the relationship between emotional intelligence and academic achievement. The bootstrapping analysis confirms that the mediation effects were statistically significant. The squared multiple correlation suggests that approximately 72% (SMC = 0.720) of the variation in academic achievement can be attributed to the combined effects of emotional intelligence, psychological capital, and academic engagement. The findings underscore that emotional intelligence, psychological capital, and academic engagement are potential personal resources for students' academic achievement in higher education. The study suggests evidence-based interventions to enhance emotional intelligence in students to build psychological capital and increase academic engagement, leading to better academic outcomes

Followers’ Belief in Leader-Member Exchange and Follower ship Behavior as Predictors of Leadership Effectiveness: Followers’ Social Identity as Potential Mediator in Secondary Schools of Bahir Dar City Administration

Tue, 27 Jul 2021 00:00:00 GMT

Followers’ Belief in Leader-Member Exchange and Follower ship Behavior as Predictors of Leadership Effectiveness: Followers’ Social Identity as Potential Mediator in Secondary Schools of Bahir Dar City Administration Shegaw Molla Outdoor play is a required pedagogy in early years’ curricula. However, there is lack of a clear picture on current beliefs and practices of outdoor play in children's learning. The purpose of this paper is to examine beliefs and practice of preschool teachers towards outdoor play in Kombolcha city administration. Explanatory sequential design was employed and the study sample comprised 70 preschool teachers drawn from 167 target population via comprehensive sampling technique and 13 principals from 37 target population. Preschool teachers’ beliefs and practice of outdoor play were measured through a teacher-self reported questionnaire. Frequency, percentage, one sample t-test, Pearson correlation coefficient, multiple regression, one way ANOVA and independent t-test were used to analyze the data and to find out statistical results. Results show that majority of preschool teachers had high beliefs on outdoor play, minority of them had low level of practice on outdoor. The finding from Pearson correlation coefficient showed that beliefs of outdoor play had not relationship with practice of outdoor play. Finding from regression analysis indicated that teachers' training and experience were found to statistically significant predictors of practice of outdoor play whereas preschool management & physical environment and playing equipment did not statistically predict practice of outdoor play. Low practice of outdoor play is linked to lack of out-door playing materials, inadequate playing ground and age inappropriate material. Preschool teachers training and experience are also cited as a major factor in the low practice of outdoor play by teachers.To conclude when teachers are motivated and provided with a wide range of play materials they were more likely to use play as a teaching strategy, a practice which would result in making learning enjoyable and effective. To improve the use of outdoor play as a teaching strategy in pre-primary schools, capacity building for preschool managers,teachers and other stakeholders will necessary. And it is better to adjust or fulfill physical environment of preschools and playing equipment. Keywords: beliefs, practice, teachers, outdoor play materials and preschool

Exploring the Availability, Developmental Appropriateness and Utilization of Play and Learning Materials in Finote Atsede Preschool in Finoteselam Town

Tue, 27 Jul 2021 00:00:00 GMT

Exploring the Availability, Developmental Appropriateness and Utilization of Play and Learning Materials in Finote Atsede Preschool in Finoteselam Town Yimer, Gebeyaw The aim of this study was to explore the availability, developmental appropriateness and utilization of play and learning materials in Finote Atsede preschool in Finote selam town. The researcher employed qualitative research approach and case study design. The study sampled one preschool using purposive sampling technique. Compressive sampling technique was used for selecting principal and teachers. Data were gathered through semi structured interview and observation checklist. One principal and five teachers were participated in the study. The findings of this study showed that indoor play and learning materials such as tactile play and learning materials (imaginative, creative, constructive, educational and other play and learning materials) and print media were available in the study preschool. However, these play and learning materials were not sufficient. Hence, mostly children learn without manipulating by themselves. Audio and audio-visual play and learning materials were not available except television. The findings revealed that fixed outdoor play and learning materials were available in some extent but they were insufficient. Moveable outdoor materials and playground were not available. The available indoor learning materials were developmentally appropriate due to materials concreteness, realness, surface of the materials, condition of materials, and weight of them. The outdoor play and learning materials were appropriate in some extent except swing`s belt and its surface, slide access ladders and fulcrum sea saw. Moreover, the findings showed that, teachers utilize indoor play and learning materials in some extent using songs, ticklers, educational play materials and print media. Children played in outdoor using materials but the role of the teacher was very low. The researcher concluded that there is an ineffective utilization of the available play and learning materials during classroom instruction. All stakeholders should take their own shares to make the school better. Key words: appropriateness, utilization, indoor, outdoor

Determinants of Aggressive Behavior among University Students: The Case of Woldia University

Tue, 27 Jul 2021 00:00:00 GMT

Determinants of Aggressive Behavior among University Students: The Case of Woldia University Menor, Mahlet Irrespective of cultural identity or residential settings, different forms of aggressive behaviours are exhibited among groups of people. Aggressive behaviour is conceptualized as a form of behaviour directed to cause destructions, injuries, and harms to another individual. The main purpose of this study has to investigate the determinants of aggressive behaviour among Woldia university students. An institutional based -correlational design was employed to collect data using standardized questionnaire from 189 respondents through convenient sampling technique. Descriptive statistics such as mean, percentage, correlation test, and multiple regression model were used to analyse the determinant factors of aggression behaviour among students. The study revealed that the mean aggression score of students was (M, 73.04, SD, 16.70) which is very close to the scale mean. The bivariate correlation results showed that aggression is positively correlated with problematic social media use (r =.230, p<01) while it negatively correlated with sex (r = -.209, p <. 01), family relationships (r = -.283, p <. 01) and classroom environment (r = -.312, p <. 01). Results of the multiple linear regression showed that sex (β = --.157, t = - 2.278, p < .05) family relationships (β = -.185, t = -2.536, p < .05) and classroom environment (β = -.205, t = -2.810, p < .05) turned significant and negative predictors of aggression. From this it could be concluded that among the demographic variables sex and among the psychosocial factors family relationships and classroom environment are important determinants of aggression among university students. Based on the findings it was suggested among others that Woldia university in particular and all universities in general should establish or use their existing counseling centers to curb aggression, and parents should provide for warm and open relationship among family members including children to minimize possible development of aggression among their university students. Key words: Aggression, Empathy, family relationships, classroom environment, Problematic social media use