The Relationship among Students' Attribution, Self-Esteem,) Self-Regulated Learning Strategy and Academic Achievement of Government General Secondary Schools of Bahir Dar Special Zone

Matebie, Mossie

dc.contributor.author	Matebie, Mossie
dc.date.accessioned	2017-08-07T05:02:46Z
dc.date.available	2017-08-07T05:02:46Z
dc.date.issued	2011-08-07
dc.identifier.uri	http://hdl.handle.net/123456789/7631
dc.description	In Partial Fulfillment ofthe Requirements for the Degree of MASTER OFEDUCATIONIN EDUCATIONAL PSYCHOLOGY	en_US
dc.description.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.	en_US
dc.subject	Educational Psychology	en_US
dc.title	The Relationship among Students' Attribution, Self-Esteem,) Self-Regulated Learning Strategy and Academic Achievement of Government General Secondary Schools of Bahir Dar Special Zone	en_US
dc.type	Thesis	en_US