Belay Tefera

2 Publications in AERD

Author Publications

Family cohesion and disruptive behavior among school adolescents: the mediating role of self-regulation

By Galata Sitota

Adolescents’ disruptive behavior has become a global challenge. Even though the family environment has a considerable impact on adolescent disruptive behavior, this area has remained a blind spot in Ethiopian research. Hence, the present study was aimed at examining how family cohesion impacts adolescents’ disruptive behavior using adolescents’ self-regulation as a mediating variable. Data were collected from 304 adolescent students (155 males, 149 females) using ‘the Problem Behavior Frequency Questionnaire’, ‘Family Cohesion Scale’, and ‘The adolescents’ self-regulation inventory’. Correlational analysis, path analysis, and t-test were employed to examine relationships and differences. The statistical analysis yielded that disruptive behavior negatively correlated with family cohesion and self-regulation. However, the path analysis showed insignificant direct and indirect impacts of family cohesion on adolescents’ disruptive behavior. This suggests that though family cohesion is vital in shielding adolescents from engaging in various disruptive behaviors, it may be ineffective if other family environment processes including family communication, control, and conflict resolution skills do not accompany it. Disruptive behavior among adolescents differed significantly by gender, with males more likely to engage in disruptive behavior than females. © 2024, Institute of Advanced Engineering and Science. All rights reserved.

General Read More

Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students

By Ejigu Olana

This study looked at family, teacher, and peer support as predictors of teenage students' school participation among 278, Ethiopian adolescent students aged 15 to 20 years old. According to the findings, families, teachers, and peers provide support through modelling respectful behaviour, caring for them, providing materials essential for their learning, encouraging, offering feedback, reinforcing good behaviour, and punishing poor behaviour. The correlation finding reveals that a family's socioeconomic status, family support, teacher support, and peer support are all strongly linked to school engagement and its four components (behavioural, emotional, cognitive and agentic engagement). SES (beta = .333, p < 01), family support (beta = .261, p < 01), teachers support (beta = .095, p < 05), and peer support (beta = .140, p < 01) all contributed substantially to total school engagement, according to data from multiple regression. Predictor factors also showed substantial variation (F = 40.435, p < 01, R2 = .499), accounting for 49.9% of the variance in total school engagement. According to the results of hierarchical regression teachers' support moderated the link between family support and school engagement considerably (R2 = .017, p < 01), Recommendations have been sent to interested parties in order to encourage the required assistance offered to adolescent students from the environment and to improve their school participation.

General Read More