June 8, 2026 Thesis Open Access

TESFAYE GEMECHU

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        <foaf:name>TESFAYE GEMECHU</foaf:name>
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    <dct:title>CONTRIBUTION OF ACHIEVEMENT MOTIVATION, PARENTAL MONITORING, PEER SUPPORT, AND TEST ANXIETY ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN KOLFE KERANIO SUB-CITY</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2026</dct:issued>
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    <dct:description>&lt;p&gt;&lt;em&gt;ABSTRACT&lt;/em&gt;&lt;em&gt; &amp;nbsp;&lt;/em&gt;&lt;/p&gt; &lt;p&gt;&lt;em&gt;This study investigated the contributions of achievement motivation, parental monitoring, peer support, and test anxiety to the academic achievement of students in government secondary schools of Kolfe Keranio sub-city. A correlational research design was employed, involving 341 students (160 male and 181 female) selected through stratified random sampling. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression.This study is significant as it provides a localized, integrated analysis of how both internal psychological factors and external social support systems interact to influence academic outcomes in the Ethiopian context. By examining these variables simultaneously rather than in isolation, the findings offer actionable evidence for school administrators and educators to design holistic interventions that move beyond simple institutional supervision toward active, support-based educational strategies.The findings revealed that achievement motivation, peer support, and parental monitoring have significant positive correlations with academic achievement, while test anxiety maintains a significant negative correlation.Collectively, these four variables significantly predicted students&amp;#39; academic achievement, accounting for 32.1% of the total variance (R&amp;sup2; = .321, F = 160.267, p &amp;lt; 0.05) . Among the variables, achievement motivation emerged as the strongest positive predictor, while parental monitoring was the least influential contributor among the positive variables in this specific sample. Test anxiety served as a significant negative predictor, directly hindering academic performance.An independent samples t-test indicated a statistically significant difference in test anxiety levels between male and female students, with female students exhibiting higher levels of test anxiety, despite no significant difference in their overall academic achievement levels. Based on these results, it is recommended that school administrators and parents collaboratively implement strategies to enhance intrinsic student motivation and provide emotional support to mitigate the negative impact of test anxiety. Targeted interventions, such as anxiety-reduction programs, are specifically recommended to support female students who experience disproportionate levels of test-related stress.&lt;/em&gt;&lt;/p&gt;</dct:description>
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