THE RELATIONSHIP BETWEEN SEX ROLE STEREOTYPICAL BELIEFS, SELF EFFICACY, ACADEMIC ENGAGEMENT AND ACADEMIC ACHIEVEMENT: IN THE CASE OF TANA HIQ SECONDARY SCHOOL STUDENTS, ETHIOPIA
THE RELATIONSHIP BETWEEN SEX ROLE STEREOTYPICAL BELIEFS, SELF EFFICACY, ACADEMIC ENGAGEMENT AND ACADEMIC ACHIEVEMENT: IN THE CASE OF TANA HIQ SECONDARY SCHOOL STUDENTS, ETHIOPIA

Summary/Abstract: The main objective of the study was to assess the relationship between sex role stereotypical beliefs, self efficacy, academic engagement and academic achievement in Tana Hiq Secondary School. This research was also examining the predictive effects of sex role stereotypical beliefs, self efficacy and academic engagement on academic achievement of students. Data were collected from 287 students through questionnaire and document. Data were analyzed by one sample ttest, independent t-test, Pearson Coefficients and multiple linear regressions. One sample t-test was employed to investigate the level of students’ sex role stereotype beliefs, self efficacy, academic engagement and academic achievement. Independent ttest was used to examine if there is significant difference in sex role stereotypical belief, self-efficacy, academic engagement and academic achievement between female and male students. Person Product Moment Correlation Coefficient was employed to explore relationship between sex role stereotypical belief, self-efficacy, academic engagement and academic achievement, and multiple linear regression analysis was used to examine the predictive effects of sex role stereotypical beliefs, self efficacy, and academic engagement to academic achievement. The major findings of the study include students’ self-efficacy, academic engagement and academic achievement were significantly higher than the expected levels, there were no significant differences between females and males in sex role stereotypical belief, self-efficacy, academic engagement and academic achievement, the correlations among all variables in this study except correlation between sex role stereotypical belief and academic achievement were significant and positive and students’ self efficacy and academic engagement significantly predicted academic achievement. Based on the findings, the conclusions are drawn and recommendations are forwarded.

• Details
• Contents