This study aimed at examining the relationship of adolescents' academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students' academic achievement motivation. Significant relationship between authoritarian parenting style and students' academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students' academic achievement motivation. That it means, neglectful parenting negatively affects students' academic motivation. As expected, significant relationship between indulgent parenting style and students' academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.
The purpose of this study was to examine the effect of childrearing practice on adolescent psychosocial functioning. In order to carry out this study, a sample of 328 of 133 males and 195 female adolescent students were selected randomly from three secondary schools of East Hararghe Zone. Data were collected through self-reporting questionnaire and analyzed using both descriptive and inferential statistical methods such as, frequency, tabulation, mean, standard deviation, range, one sample t-test, Pearson moment correlation, two-way ANOVA and multiple regression. Findings indicate that participants of the study have a reasonably acceptable level of psychosocial functioning and they perceive their parents’ childrearing practice is fairly good. There is strong and significant relationship between parental childrearing practice and adolescents’ psychosocial functioning. The gender disparity has been observed among the dimensions of child rearing practice on controlling and psychosocial functioning and also among its dimensions on behavior and relationship problems in favor of females. In addition, according to the results of ANOVA, there is psychosocial functioning difference among adolescents with respect to their level of parental childrearing practice. The main effects of gender and level of childrearing practice on psychosocial functioning are significant while together they do not have an interaction effect. Besides, most of the variability in explaining psychosocial functioning which is accounted for 64.4% is explained by parental childrearing practice and its dimension, nurturance, did not seem to explain variability in psychosocial functioning. In the end, recommendations are also made for how to properly address the gaps noted in this research.
This research aimed to examine the relationship between family time and family structure with adolescents’ self-regulation in some selected Junior Secondary Schools, Harari Regional State, Ethiopia. To run on, data were collected through selfreporting questionnaire, standardized tests from 325 students selected through systematic sampling method. The data analysis was conducted using a t-test, Pearson product moment correlation, factorial ANOVA, and multiple regression. This research indicates that adolescents have a slightly lower level of self-regulatory behavior. There is a statistically significant relationship between adolescents’ self-regulation and family time, family structure, and family time activity. Family time activity especially those who have leisure or recreation time together has significantly influencing adolescence self-regulation; however, gender could not make such effect independently as well as in combination with family time activity. Moreover, among others, family time activity and family structure are found to be important predictors of adolescents’ self-regulatory skills. Among the variability, family time activity significantly has added to the prediction of self-regulation, accounting for 14,8% of the variability, while, family time activity and family structure together have added 17,7% of the variability. In the end, recommendations are also made for how to properly address the gaps noted in this research.
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