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Showing 10 out of a total of 14 results for community: College of Education and Behavioral Science. (0.026 seconds)

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Stress Factors, Consequences and Coping Mechanisms Of Medical Staff: The Case of Arsi Zone, Central Ethiopia

Filagot Tolosa; Kinde Getachew; Aminu Jibril (2017-06)
Psychosocial Factors That Leads Females to Delinquency: The Case of Lideta Sub city Juvenile Rehabilitation Center Adiss Ababa

Kidest Adane; Kinde Getachew (2010-05)
Attitude, Self-efficacy and Motivation of Students as Predictors Mathematics Achievement in General Secondary Schools in East Wollega Zone, Oromia Region

Lemessa Afeta; Kinde Getachew; Ermiyas W/Gebrel (2018-06)
Types, Magnitude, Predictors and Controlling Mechanisms of Aggression in Secondary Schools of Jimma zone

Kinde Getachew; Mekonnen Sintayehu (2007)
Teacher Job Satisfaction And Organizational Commitment As Predictors Of Secondary School Teacher‟S Turnover Intention In Some Selected North Shoa Government Schools, Oromia Regional State

Seyoum Nigussie; Kinde Getachew; Aregash Hassan (2018-06)
Post-traumatic stress disorder generalized anxiety disorder and associated factors among returnee women migrants from Middle East countries: The case of Jimma town

Mesfin Mekasha; Kinde Getachew; Teshome Tena (2019-06)
Cross sectional survey method was used to explore whether Motivation and Stress predict Academic Performance of students of Jimma College of Teachers Education. Of 287 total sample sizes, 172 male and 115 female students were participated in the study. Multiple Linear Regression analysis was conducted by employing SPSS version 20. The result showed that gender and the three study year levels account only 22% (R2=.219 of variance in academic performances of students. T-Test result had also showed a significance differences between the mean GPA of male and female students (T (285) =8.275, P<0.000). ), male students performed more than female students. However, there was no statistical significance difference in mean of motivation and stress between genders. Similarly, Tukey hoc test analysis showed a significance differences in mean of an extrinsic motivation between 3rd and 1st year student (P<0.003) as well as between 3rd and 2nd year students (P<0.000). A significance difference was observed, too, in an intrinsic motivation between 3rd and 1st year student (P<0.037) and between 3rd and 2nd year students (P<0.000), second year students were more motivated than first and third year students. The overall mean of motivation of all the three study year level students were 3.84, indicating that 53.8% majority of the students had high level of extrinsic motivation. On the other hand, environmental sources of stress was the most common sources of stress of all participants, first year students were being more stressed than second and third year students. Hence, changing the residential environment of students is advisable to alleviate the problem. Study skill and time management training as well as counseling services will help female students to enhance their self-efficacy in order to improve their academic performance.

Nimona Shaka Gudeta; Kinde Getachew (2015-06)
Improving students’ self-efficacy and academic performance in Applied Mathematics through innovative classroom-based strategy at Jimma University, Ethiopia

Kinde Getachew; Asfawossen Birhane (2016-11)
Job Satisfaction among Health Workers of Public and Private Sector Hospitals in South-West Shoa Zone, Oromia Regional State

Nimona Shaka Gudeta; Kinde Getachew (2015-06)
Post-traumatic stress disorder, generalized anxiety disorder and associated factors among returnee women migrants from Middle East countries: The case of Jimma town

Mesfin Mekasha; Kinde Getachew; Teshome Tena (2019-06)

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