Abstract:
The main objective of this study was to investigate the relations of ego-development and
adjustment status with psychological distress and academic performances of first year Assosa
University Students (ASU). The researcher used correlational research design.Simple random
sampling was used to select 374 (143 females and 231 males) students from the total target
population of 1878. The researcher used percentages, mean, standard deviation, independent ttest and multiple regression for data analyses. The result of this study revealed that there was
59.6% prevalence of psychological distress among first year ASU students; psychological
distress was higher among females than males (values). Sever psychological distress were
prevailed 24.9%. Further, female students scored lower academic performance than males
(values).Ego development, academic adjustment, emotional adjustment, homesickness, social
adjustment, sex and age explained 31.9% (R
2
= .319, F (7, 366)
= 24.558, p < 0.001) of the
variance of psychological distress, and 41.9% (R
2
= .419, F (7,366)
= 37.868, p < 0.001) of the
variance of academic performance, respectively. In conclusion, there was a high prevalence of
psychological distress among first year ASU students. Female students scored significantly
higher in psychological distress and lower in academic performance. Ego development and,
general adjustment status significantly associated with both psychological distress and academic
performance of the students. The researcher recommends appropriate intervention or
remediation (such as psychosocial supports, and academic tutorial and study skills) in
psychological distress and academic performances to help the students develop healthy
psychological well being and good academic competence.
