Abstract:
This research examined the relationship among students' attribution, se~f-esteem.
? se~regulated learning strategy and academic achievement. Data pertaining to these
variables were obtained from
210 samples that were taken from three purposively
selected general secondary schools
of Bahir Dar special zone. Namely: Fasilo, Tana
Haik
and Ghion. The results of the correlation analysis revealed that academic
achierement correlated significantly with students' attribution. However, the correlation
ofacademic achievement with students' se~esteem and selfregulated learning strategy
was not significant. Multiple regression analysis
revealtJ that students' attribution, self
esteem and self-regulated learning strategy affected academic achievement significantly.
More~ver, success to effort and success to luck affected academic achievement
independently
and significantly. The result oft-test indicated that male students attribute
success as the result
of effort more than that offemale students. The result offemale
students was greater than the result
of male students in the case ofsuccess to luck and
success to rask easiness. Moreover, females' failure attribution as the result of lack of
luck. task difficulty and lack ofability was greater than that ofmales' failure altribution.
However, there was no Significant
d(fJerence between them infailure attribution to effort.
In the case ofse~esteem and academic achievement males' mean score was greater than
females' but there was inSignificant difference between them in se~regulated learning
strategy use. The result
ofthis study indicated the needfor intervention programs to train
students' learning strategy use
and attribution retraining concerning the learning
process
and interpreting their results what ever they got.
