Critical questions in educational psychology research to be addressed in this paper concern the relationships among students' self-esteem, motivation, family environment and academic achievement in Awramba and non-Awramba students. Are there any significant relationships among students' self-esteem, motivation, family environment and students' achievement? Do students' self-esteem, motivation, and family environment affecting students' achievement? Which variable(s) has (have) strong contribution(s) in predicting student's academic achievement? Is there any difference between groups of students with in self-esteem, motivation, family environment and students' achievement? Various studies have attempted to answer this question by examining the causal relations between academic self-esteem and academic achievement, family environment and academic achievement as well as academic motivation and academic achievement. For this reason, this paper aims to elucidate further the relationships among self-esteem, motivation family environment and academic achievement by proposing a longitudinal design by which self-esteem, family environment and motivation are measured from a multidimetisional perspective. Data were collected from the sample for this research consisted of 100 students from Awramba Junior secondary school. The participants were selected using simple random technique. Data were collected using questionnaire and document. The questionnaire was employed to measure student's self-esteem, motivation and family environment in education. And document was used to measure student's academic achievement . The reliability of the instrument was determined using the Cronbach Alpha. The reliability was found to beabove 0. 76. A few changes were made to various items in the instrument in order to increase its reliability. The collected data were analyzed by using Pearson product correlation coefficient, independent sample t-test,means,and standard deviations. Besides that, inferential statistical methods such as the Pearson-r technique were also used to determine the relationship between the factors analyzed. Research results show that all the variables treated in the study were positively and significantly related with each other (at re = 0.05, dF= 99). In case of magnitude of the highest correlation was found between academic achievement and motivation and the next correlation was found between motivation and self-esteem. But all predictor variables (students' Self-esteem, motivation, and family environment) have been found to have positive and significant relationship, with academic achievement. It was found that students' " Self-esteem, motivation, and family environment have correlated 0.662, 0. 733 and 0.671 with academic achievement, respectively. At the same time there are no group differences on the three variables measuredsbu the instrument .

SUBMITTED TO BAHIR DAR UNIVERSITY FACULITY OF EDUCATION AND BEHAVIORAL SCIENCE DEPARTMENT OF PSYCHOLOGY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION