Main Article Content
This study was made to examine the influence of psychosocial variables in predicting academic achievements of secondary school students of Kellem Wollega, Ethiopia .The sample was formed of 255 Secondary school students at study time in five government school’s Kellem Wollega Zone of which 163 were males, and 92 were females. Multiple regression and step-wise regression analysis was employed to find the contribution of each predictor variables in predicting academic achievement of student. The result of multiple regression and step-wise regression analysis indicates that academic self-concept, father involvement, and parental self-concept have significant and positive effect on academic achievement of students. The proportion of variance in academic achievement by the three predictor variables was 43.5%, 12.4%, and 6.9% respectively. The combined effect of the three predictor variables has 68% variance in academic achievement. The result indicates that all the above-mentioned psychosocial variables correlate positively with academic achievement. But the correlation between academic self-concept, father involvement, and parental self-concept correlates more strongly with academic achievement, p<.05.
The result suggests in this particular study educational intervention strategies geared to raise academic achievement would probably be more likely to succeed if they focus on enhancement of academic self-concept of students and, parental involvement. Based on the result of the study parents, students, teachers, and educators in general need to give attention to the role of parent’s involvement in their children’s schooling by contributing on their part in creating smooth interaction