# I. Introduction earning in a classroom depends on a great deal of the structure and patterns of inter-personal relationships particularly pupil-pupil relationship, existing at a given point of time within the learning group. The transition from high school to tertiary institution of learning is a major life change and time of facing many psycho-social problems like peer pressure, different interpersonal relationship living far from parents and facing new environment for many youth. Attending education in tertiary institution offers students with learning experiences and opportunities for psychosocial development (Friedlander, Reid, Shupak, & Cribbie, 2007; Tao, Dong, Pratt, Hunsberger, & Pancer, 2000). However, entering the institution of higher learning may be a source of strain and an acute stressor (Friedlander et al., 2007). At the colleges and universities, academic demands increase and new social relations are established. However, students are often not sure of their abilities to cope with these demands (Dwyer & Cummings, 2001). According to research conducted by Jill Carlivati (2001) college performance correlates with quality of one's interpersonal relationships and additional developmental outcomes. Academic failure, as assessed by the frequency of problems with peers and difficulty with school work, has a great impact on relationships in the home, as students who have had a bad day at school are more likely to display aversive behavior towards their parents that evening (Repetti, 1996) Education competence in the present world is interwoven with the progress of every society. According to the modern concept of education, cited in Deepa and Chamendeswari (2014) best adjustment of school climate, parental involvement, peer interaction and student teacher interaction is the ultimate goal of education. Student's characteristics like motivation, learning styles and study habit, gender, and learning strategies played a very important role in academic achievement as cited in (Osher et.al, 2008). Abe (1995) noted that it is possible to perceive the totality of human as being guided and ruled by psychological and social variables. Onocha (1985) also avers that the modern man as a person has his educational aspiration and accomplishments projected by the psycho-social variables in the environment, the positions of these two sets of variables are unique and important and may be appreciated when it is realized that the variables are necessary for the understanding of human beings, their overt and covert behaviors', potentialities and performances in the three areas of educational domains (cognitive, affective and psychomotor). All psycho-social factors are important variables that affect students' academic achievement and need investigation so as to bring students effectiveness in college of education and reach country development as planned. But the researcher would like to investigate the relationship between selected psycho-social factor that is student -teacher interaction and academic achievement of trainee teachers in Dilla College of teacher education by taking psycho-social factors as independent variable and academic achievement as dependant variable. # II. Statement of the Problem Student success is at the heart of the educational enterprise. College success helps students to meet long-term personal and career goals and provides a range of monetary, psychosocial, and physical benefits (Baum & Ma, 2007). The research studies revealed that various psycho-social factors are responsible for scholastic failure of students, such as low socio-economic background, student's psychosocial factors, cognitive abilities, school related factors, environment of the home, or the support given by the parents and other family members (Khan & Malik, 1999;Fan, 2001; Gonzalez-Pienda, Nunez, Gonzalez-Pumariega, Alvarez, Roces and Garcia, 2002). The alarming rate of low academic self-efficacy and eventual low academic achievement constitutes a great concern to parents, teachers, examination bodies, counselors, psychologists and colleges.Indeed, it represents a great wastage on the parts of students, parents and the government. Parents, adult family members, teachers and peer groups contribute significantly to various components of personality of the students particularly in improving his/her academic performance Considine and Zappala (2002. The data from Dilla College of teacher education registrar show that, most students academic achievement are very low which is below average grade of the college. The researcher would therefore like to investigate the relationship between selected psychosocial variable and academic performance of College trainee teachersat Dilla College of teacher education with specific reference to teacher-student interaction on academic success of trainee teachers. The following hypotheses were planned for the purpose of this research which is investigation of the relationship between selected psycho-social factors and trainee teachers' academic achievement in college of teachers' education. 1. The higher teacher-student interaction, the higher would be college students' academic achievement among trainee. 2. There is significant difference in academic achievement between male and female trainees. 3. There is positive relationship between socioeconomic status (parental education, place of residence and parental occupation) and academic achievement of trainee teachers in college of teacher education. This study will answer the following research questions. 1. Is there significant relationship between studentteacher interaction and academic achievement of trainee teachers in college? 2. Is there statistical difference in academic achievement between male and female? 3. What is the relationship between parents' social economic status and academic performance of college students? The study would have the following objectives: To find out if Psycho-social variable studentteachers interaction affects academic performance of trainee teachers at Dilla College of teacher education. 1. To examine the relationship between teacherstudent interaction and academic achievement of college students. 2. To investigate academic achievement among male and female college students. 3. To examine the relationship between socioeconomic status (parental education, place of residence and parental occupation) and academic achievement. # III. Research Methodology The intention of this research was to assess the relationship between selected psycho-social variables and academic achievement among college students. The gender differences in academic achievement at college level, the level of student-teachers interaction and its relation with academic performance were part of the objectives. In order to achieve this research objective, the researcher decided to obtain the basic information from college students. Accordingly, the planned study area (geographical location), study design, study population, sample size, sampling techniques, methods of data collection, data quality assurance (validity and reliability), methods of data processing and analysis of results are explained in this chapter. # IV. Study Area The study was conducted at Dilla College of Teacher Education (DCTE). DCTE is located in Dilla city which is about 365 kilometers to the south east of the capital city of Addis Ababa and about 90 kilometers to the west of the capital city of Southern Nation Nationalities and Peoples Region of Ethiopia (SNNPR). DCTE was first established in 1994 as Dilla Agricultural, Vocational and Technical College (DATVC), offering diploma level education in Agricultural fields (DCTE, 2013). In 2005 E.C, the institution was renamed as Dilla College of Teacher Education (DCTE). # V. Research Design The study was conducted by using the correlation research design as it was intended to investigate the relationship between student-teachers interaction and academic achievement. According to Fraenkel and Wallen (1996), correlation research describes an existing relationship and differences between different dependant and independent variables. The study was conducted in line with quantitative approach for the reason that it is based on variables measured with numbers and the results were analyzed with statistical procedures. # VI. Population of the Study The target population of the study was all 3 rd year Dilla College of Teachers Educationstudents. The number of 3 rd year college studentswas681, where 553 were males and 128 females. The respondents in this study were college students as itwas about assessing the relationship between selected psycho-social factors and academic performance of college students at Dilla College of teachers' education. # VII. Sample Size and Sampling Technique According to Anthony and Picciano(2011, p121) various sampling techniques can be used depending up on the type of research to be conducted. The selection of the sample for this study made as follows: First, by using purposive sampling technique, 3 rd year students taken for the reason it was intended to investigate the relationship between student-teacher interaction and academic achievement based on Cumulative Grade-Point-Averages (CGPAs) in last five semesters. Following this, they were further stratified based on stream and gender (sex) the reason that the number of female trainees in the college significantly lesser than that of male trainees in number and the number of students in each streams were not equal. The sample of the study was 248 3 rd year students that the researcher selectedout of681 students based on Morgan and Krejcie's 1970 sampling determination table. The sampling determination table developed by Morgan and Krejcie is suitable to select sample from population based on its clearness which many researchers were used and confirmed its validity (Kyoshaba, 2009). In the process, the 681(553 male and 128 are female) third year students in the college and were divided into four streams. The 248 respondents were selected from all streams in the college of education by using the sampling table. Finally as randomization is effective in creating equivalent representative groups that are essentially the same on all relevant variables (Amin, 2005), the sample was done by using simple random sampling techniques which is procedure of lottery method to select participants from each stream so as to avoid bias andgive equal chance for whole 3 rd year college students (see table 1). # IX. Student-Teachers Relation Scale (strs) Items desired to measure teacher-student interaction (STRS) are 28 in number which is developed by Robert C. Piñata (1999). It is useful for the purpose of this research which dealt with the relationship between teacher-student interaction and students' academic achievement. # Pilot Test In order to assure data quality, high emphasis were given to minimize errors using the following strategies: First, the instruments were checked by three college language lecturers and the university advisors of the study to judge the items on their appropriateness of content and the language being used and to determine all the possible areas that needs modification so as to achieve the objectives of the study. Accordingly, one pre designed item was omitted from the questionnaire based on its reliability level to insure the content validity of the instruments as supported by Fraenkel and Warren (2000). Secondly, the questionnaire was pretested (pilot test) to insure its reliability. Responses to the instrument include clarity of directions; clarity of questions; relevancy of the question as an important aspect of a major issue; and narrowness or constraint of response. Accordingly, after the pilot test was conducted, some contents of the questionnaires were modified based on its relevance's to gather the information. Finally, the pilot test data were reviewed checked and relevance of the questions in the questionnaire was evaluated for completeness. Subsequent correction and modification was done according to the feedback from the pilot test. Finally, the pretested data results were analyzed by using SPSS version 16 to see Cronbach's Alpha results for its reliability. Accordingly, the results showed that Cronbach's alpha = 0.845 for studentteachers interaction, which indicates a high level of internal consistency (reliability) for the items to be used as supported by Moskal # X. Data Analysis Technique The data gathered through, questionnaire was processed through concurrent flows of activity of the quantitative data analysis system. Data from questionnaires was compiled, sorted, edited, classified and coded into a coding sheet and analyzed using a computerized data analysis package known as Statistical Package for Social Science 16.0 by using revert scale. The researcher used Pearson productmoment correlation coefficient (r) to compute the relationship among student-teacher interaction and academic performance. The researcher also used Ttestto find out how academic performance varied with gender, place of residence, parental education, in terms of level of exposure to see the mean difference in the level of their teacher interaction. One way Analysis of Variance (ANOVA) was used to check academic achievement differences in terms of age and parental occupation. Standard Multiple Regression (MR) was also used to predict the academic performance of the students based on selected variabletaken as psychosocial variables and the prediction level of the independent variable for the dependant variable. # XI. Results # a) Demographic characteristics of the respondents As per section A of the questionnaire the demographic characteristics (i.e., expressed by frequencies and percentages) of the study sample are displayed in Table 3 below. As it can be seen from the Table above, samples of female and male students, the majority of the participants reported that their parents had no formal education and/or had elementary/junior secondary educational level, and majority of the students were reported that their parents were not government employer. According to their report majority of the students' family are categorized under other job (such as farmer, merchant and etc). The majority of participants reported that they were from intact families (i.e., residing with both biological parents). As the table above shows majority of the students or respondents family are reside in rural areas. And when we come to mothers' occupation as majority of the students report shows that their mothers' occupation was house wife and majority of the students were aged between 19-22 years. # b) Respondents Academic Performance in Terms of Gender, Place of Residence and Parental Education The study was interested in whether academic performance varied in terms of demographic characteristics. Table 4 shows the mean difference between gender, place of residence, parental occupation and academic performance as determined using the independent sample t-test results. Statistically not significant An independent sample t-test was conducted to ascertain whether a statistically significant difference exists between academic performance and selected demographic characteristics of respondents which includes gender, place of residence and parental education. As presented in Table-4, there is no statistically significant difference between academic performance in accordance with gender t (245) = 1.875 which is not significant at ?= .05; place of residence t (245) = 1.795 which is not significant at ?= .05; fathers education t (245) = .489; which is not significant at ?= .05 and mothers education t (245) = .716which is not significant at ?= .05. This implies that there is no difference in academic performance in accordance with gender of respondents, place of residence of the respondents and parental education. # c) Variation with Age and variation with parental occupation The mean difference between age and academic performance was determined by using ANOVA. Table 5 shows a summary of the mean difference between age group and academic performance by using ANOVA. A one-way between-groups analysis of variance was conducted to explore the impact of age on academic performance, as measured by the cumulative grade point average (CGPA). Subjects were divided into three groups according to their age (Group 1: below 18; Group 2: 19-22; Group 3: 23-25). There was a statistically significant difference at the p<.05 level in CGPA scores for the three age groups # d) Hypotheses: Students teacher interaction and academic achievement The hypotheses was stated as; "There is a positive relationship between students-teacher interaction and academic performance of college trainee teachers." To test this hypothesis, the researcher asked respondents to rate their level of interaction with their teachers. The rating was according to Likert scale with one representing strongly disagree, two representing disagree, three representing undecided, four representing agree and five representing strongly agree and the reverse for questions which were negative. According to the above Table, student-teachers interaction and academic achievement were significantly positively correlated, r (246) = 0.218, p = 0.001 at the 95% of confidence level. This indicates that academic achievement would be significantly positively affected by their level of interaction with their teachers. This result implies that the level of interaction increase or become high, the academic achievement of students increase. # Summary of the Pearson Product Moment correlation analysis for the relationship between student teachers interaction and academic performance # e) Preliminary Multiple Regression Analyses Preliminary analyses were conducted to ensure no major violations of the assumptions of multicollinearity, normality, linearity, were there. The results indicated that there were no major violations of the assumptions. Pallant (2007, P.155) explains that to check if there is multiple correlations among the predictors, the "Tolerance and VIF" values presented in the coefficients table are used. Accordingly, a Tolerance value less than 0.1 or a VIF value greater than 10 indicates multicollinearity. Thus, multicollinearity is not a problem in this study as all the Tolerance values were greater than 0.1 and the VIF values were less than 10. On the other hand, the normal probability plot (P-P) of the standardized residuals and the scatter plot of standardized residuals were used to check whether the normality and linearity assumptions were met. The normal probability plot should indicate points lying in a reasonably straight diagonal line from bottom left to top right. The output from the multiple regression analysis in this study indicated asound linearity of points along the line as it indicated in appendix. Furthermore, Pallant also states that residuals should be roughly rectangularly distributed with most of the scores concentrating in the centre (along the 0 line). The output for the scatter plot also appeared to meet this assumption as the distribution of the scores is greatly rectangular in shape. Thus, the analyses in general showed that no major violations of the assumptions have been there. For details, refer to the outputs attached as part of the appendices. (Pallant, 2007, p.158). On the other hand, the result also implies that some other unmeasured variables accounted for the remaining 92.6% of the variance in academic performance. # Multiple Regression Analysis of the Overall contribution of (Gender, Age, Parental Education, Parental Occupation and Student-Teachers Interaction) in Predicting academic performance (n=246). # Dependant Variable= Academic # XII. Discussion The hypothesis stated as the highest studentteachers interaction the highest would be student's academic achievement in college. To test this hypothesis the researcher was developed standardized questionnaire and adopted into Ethiopian context. The reliability of the questionnaire was tested by pilot study by using crombach's alpha test and its reliability level was 0.845 which was found to be acceptable. The Pearson Product Moment Correlation was used to determine the relationship between student-teachers interaction and academic achievement. The Pearson correlation result shows (r (246)=0.218, p=0.001) The finding reveals that there is significant difference in the academic performance between students who have high interaction with their teachers and students low or no interaction with their teachers. The mean academic performances of the students with and without teachers' interaction were 2.69 and 2.89 respectively. It is evident that students with high interaction with their teachers significantly score higher in their academic performance compared to students with less interaction with their teachers. The findings of this study are consistent with the research conducted by Bembenutty, et.al. who argued that students with smooth relationship with their teachers tend to be more self-regulated and persistent in their learning, more motivated to learn and to be successful in their learning, experience less stress and good participation in class, and as a consequence have higher academic achievement and better perform in college than their counterparts who are low interaction with their teachers. Pianta, (1994; Lee, 2007) reported that students who have strong beliefs toward their teachers and the subject to perform well, they will have higher academic achievement than their counterpart students with low beliefs in their teachers and subjects well academically. Several studies conducted in colleges/ universities have found that student-teacher interaction had a significant and positive effect on academic achievement. The researcher noted that the studies by Silins and Murray-Harvey(1995), Elias and MacDonald (2007)were all correlative and regression studies and they had similar conclusions and so was this study. This result may be explained by Robbins (2004), who argued that teacher and student interaction is highly related with both retention and academic achievement beyond that explained by more traditional (i.e., cognitive) academic predictors such as high school performance and standardized test scores. According to correlations of respondents on the interaction and academic performance, the two variables were highly correlated. # XIII. Conclusions Based on the basic research question and objective of this research the following conclusions were made. ? Student-teachers interaction was statistically significantly correlated with students' college academic success. This implies that academic achievement would be significantly positively affected by students' level of interaction with their teachers. This result revealed that the level of interaction increase or become high, the academic achievement of students would become increase. ? There was statistically significant difference in academic performance between college students in different age groups. ? According to regression result the t-test associated with the beta value of the predictor (studentteachers Interaction) is making a significant contribution to the academic achievement. ? There was no statistically significant difference between male and female academic achievement of trainee teachers at Dilla College of teachers education. The result implies that male and female students have equal probability to succeed in college if the environment is conducive for teaching learning process. # XIV. Recommendations Basing on the study findings and the conclusions, the researcher derived the following recommendations: Data collected from the study, presented information that suggests future workshops for educators and administrators, that may have a positive effect on the proven significance of the teacher-student relationship problem. Several issues should be addressed. First, teachers should be provided with the appropriate resources and assistance to meet the needs of their students beyond academic instruction. Although here is no "one size fits all" solution, teachers should have the opportunity to develop a myriad of strategies that will help them understand the diversity and the complexity of their issues. Diversity and awareness training can be provided, while creating opportunities within the school for teachers and students to have non-academic interactions such as mentoring or family-type activities. Second, students and teachers need to be provided with measurable and attainable goals to create experiences with and exposure to success. Accountability is crucial for both staff and students. Instructional and remediation strategies need to be implemented to prevent students from falling through the cracks. The development of effective professional learning communities would help teachers plan strategies to differentiate instruction and provide resources to create gender and culturally relevant lessons. Third, there is a need for immediate action, highlighted by the slightly negative relationship between motivation and achievement. Research states that positive relationships positively influence motivation and motivation is very important thing for academic success Bembenutty, et.al. (2007); the issue at hand is how to capitalize on these relationships and the student's motivation, to act as catalysts for achievement. If the students in college are motivated by their teachers, they start asking questions and it made them to make smooth relationship with their teachers and their academic performance will be good. Educators need to assist and challenge students to define their personal success, which can influence their performance. Fourth, there is a tendency for colleges to focus on low achiever student so as to investigate the problem that affect their academic achievement taking immediate action accordingly. The need to meet state and national progress standards may be resulting in some colleges focusing so intently on the lowest performing students that their high performing students could begin to decline. High performance students could be experiencing lack of academic challenges and/or lack of recognition, as teachers are taking the time to build relationships with the lowest performing students. There needs to be a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds. Lastly, the results of this study indicate there is indeed a statistically significant relationship between teacher-student interactions and motivation. This supports the need for more research to bridge the gap between motivating students and identifying the influential variables that influence their achievement. 2![246)=3.673, p=.027]. Post-hoc comparisons using the Tukey HSD test indicated that the mean score for Group 1 (M=2.298, SD=.411) was significantly different from Group 2 (M=2.8181, SD=.474). Group 3 (M=2.7089, SD=.488) also differ significantly from Group 1 and2](image-2.png "[F ( 2 ,") 1The researcher used questionnaire as thepopulation of the study was literate and large. To gatherenough information to this study the researcher usedQuestionnaire containingtwosets of items. The first setconsistsofquestionsdemandedrespondentsbackground characteristics(i.e., demographicvariables).It includes age, sex, cumulative grade point average(CGPA), department, family structure, parents orguardians Residence, parental educational level, andparental occupation. The remaining one sets of itemisstudent-teachers relation scale (STRS). 2StreamsDep'tMaleFemaleTotalOverallSampleMFTotalGeography36(13)3(1)39(14)Social ScienceHistory Civics36(13) 77(28)7(3) 16(6)43(16) 93(34)218641579Social studies27(10)16(6)43(16)Math's62(23)8(3)70(26)Year 2019Math's and Natural ScienceBiology Chemistry Physics46(17) 40(15) 28(10)5(2) 4(1) 051(19) 44(16) 28(10)23275108538Math's and Natural Science cluster29(10)10(4)39(14)Volume XIX Issue III Version ILanguage Aesthetics TotalEnglish Amharic Language HPE 1369(25) 28(10) 39(14) 36(13) 553(201)12(4) 15(5) 25(9) 7(3) 128(47)81(29) 43(15) 64(23) 43(16) 681(248)188 43 68149 13 20119 3 4768 16( A )Global Journal of Human Social Science -© 2019 Global Journals 3SexRespondents Demographic CharacteristicsMaleFemaleOverallParental educationNo formal education60 (24.41)14(5.7)74(30.1%)Primary /junior secondary81(32.96)19(7.73)100(40.7%)Senior secondary18(7.3)4(1.6)22(8.9%)Certificate/ diploma19(7.7)4(1.6)23(9.3%)First degree and above22(8.96)5(2.03)27(11.0%)Total199(80.89)47(19.11)246(100%)Intact family170(69.05)40(16.25)210 (85.3%)Family structureNon intact family29(11.84)7(2.86)36(14.7%)Total199(80.89)47(19.11)246(100%)Government employee49(19.93)11(4.47)60(24.4%)ParentalPrivate25(10.16)6(2.44)31(12.6)occupation(Father male /guardian)Other125(50.80)30(12.2)155(63.0%)Total199(80.89)47(19.11)246(100%)Government employee26(10.8)6(2.5)32(13.3%)Parental occupation (Mother/female guardian)Private House wife8(3.28) 165(67.05)2(0.82) 39(15.85)10(4.1%) 204(82.9%)Total199(80.89)47(19.11)246(100%)Rural101(41.21)24(9.8)125(51%)ResidenceUrban98(39.7)23(9.31)121(49%)Total199(80.89)47(19.11)246(100%)Below 184(1.62)1(0.38)5(2%)Age19-22 23-25158(64.15) 37(15.13)37(15.15) 9(3.57)195(79.3%) 46(18.7%)Total199(80.9)47(19.11)246(100%) 4VariablesNMeanSDtP -valueMale1992.820.48GenderFemale472.670.451.875.062Rural1252.840.512Place of residenceUrban1212.730.441.7950.074Illiterate742.82.486Fathers' educationLiterate1722.77.4800.6940.489Mothers' educationIlliterate Literate113 1332.76 2.81.492 .4730.7160.475 5ANOVA summaryCGPASum of SquaresdfMean SquareFSig.Between Groups1.6652.8323.673.027Within Groups55.062243.227Total56.726245 AchievementVariablesBSE?rpr 2spr 2P-valueGender-.152.080-.124-.119-.0.015-.014.058Age-.070.073-.062-.023-.004-.0036.336Fathers' education-.083.077-.079-.044-.005-.0045.284Mother education.080.077.083.046-.0052-.005.268Fathers' occupation-.059.042-.104-.003-.0081-.0076.167Mothers'.035.052.051.031-.0020-.002.489occupation.009.003.222.218.0454.0441.001Student-teachersinteractionR 20.074AdjR 20.042F2.353sig 0.019The result from standard multiple regressionpresented in Table above shows that the set of variablesentered in to the model ,in combination, significantlypredicted academic performance F(8,237)= 2.353, p <.05): R(.271), R 2 (.074) and Adj.R 2 (.042). This means thatGender, Age, Parental Education, Parental Occupationand Student-Teachers Interaction together accountedfor 7. The Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education © 2019 Global Journals Year 2019 * Predicting first year university students" academic success OAboma Electronic Journal of Research in Educational Psychology 7 3 2009 * Quality assurance vital. New vision, university guide YAcato 2006. February 21. 2006/2007 * Access to Basic Education in Kenya: Inherent Concerns JS KAchoka SOdebero JKMaiyo NJMualuko Educational Research and Review 2 10 2007 * Perceptions of Teacher Knowledge, Attitude and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools AAAdediwura TTayo Educational Research and Review 2 7 2007 * Factors affecting students" performance in higher institutions: The case of Harumaya University KAdem Journal of the Ethiopian Statistical Association 14 2005 * The Greenwood histories of the modern nations SAAdejumobi Thackeray & J. E F. W. Findling 2007 Greenwood Press Westport, CT The history of Ethiopia * Moderating influence of emotional intelligence on the link between psychosocial factors and achievement of university students. Psychology and developing society DAdeyemo 2007 19 * Reflections on Becoming a Teacher and the Challenges of Teacher Education JOAfe Inaugural Lecture Series 64 2001 University of Benin * Cadbury is Determined to Move Education Forward. Vanguard WAjao 2001. December 27 2001 16 * Effects of Parenting Styles, Academic Self-Efficacy, and Achievement Motivation on the Academic Achievement of University Students in Ethiopia GAyele 2012 at Edith Cowan University Published dissertation * Education pays: The benefits of higher education for individuals and society (Trends in Higher Education Series) SBaum JMa 2007 The College Board Mount Vernon, IL * Parenting practices and peer group affiliation in adolescence BBBrown NMounts SDLamborn LSteinberg Child Development 64 2003 * Impact of parental support on the academic performance IBushura Journal of research and reflection in education 4 1 2010 * The world crisis in education: the view from the eighties HCombs 1985 DEET/ACER New York; Canberra * Influence of social and economic disadvantage in the academic performance of school students in Australia GConsidine GZappala Journal of Sociology 38 2002. May 16. 2014 * Personality types and academic achievement motivation as correlates of college academic performance TDaniel 17. Deepa Franky and S.Chamundeswari 1997. 2014. February -2014 Addis Ababa, Ethiopia Addis Ababa University Psycho-social variables correlates of academic achievement of students * Trends in the relationship between socioeconomic status and academic achievement KADills 2006. September 30. 2013. 2001 Hawassa Introduction to educational psychology training module for college students. Hawassa college of teacher education * Interpersonal relationships and sex differences in the development of conduct problems MKEhrensaft Clinical Child and Family Psychology Review 81 1 2005 * Socioeconomic status and the fates of adolescents JEscarce 2003 * Admission type and female students" academic success at Addis Ababa University: The case of social science students AFentaw The Ethiopian Journal of Education 21 1 2001 * Differences in academic performance as a function of temperature comfort and academic achievement motivation among trainees in Gambela and Debrebirhan Teachers' Traianing Institutes (TTI) Geiser VMSantelices Girma, A 2007. 1997 Addis Ababa University Unpublished Master's Thesis * Classroom belonging among early adolescent students: Relationships To motivation and achievement CGoodenow Journal of Early Adolescence 13 2003 * Socioeconomic Status in Education Research and Policy BGraetz Ainley, J, Graetz, B Long, M. and Batten, M. 1995 Social economic Status and School Education * Nurturing characteristics in schools related to discipline, attendance and Eight grade proficiency test scores RGreen 1998 American Secondary Education 26 * Student-teacher relationships matter: Moderating influences between temperament and preschool social competence MGriggs SGagnon TJHuelsman PKidder-Ashley MBallard Psychology in the Schools 46 6 2009 * Van de kikker en de vijver. Groups effect on individual peer pre-statistics of the frog and the pond HGuldemond 1994 University of Amsterdam Group effects on individual achievement.] Doctoral thesis * An investigation into some factors affecting academic performance of first year regular science degree students of 1987/88 TBHabte 1988 Addis Ababa University, Addis Ababa, Ethiopia. University of Amsterdam Unpublished Master"s Thesis * Social origins and academic performance at university NHansen AMastekaasa 2006. 2014 Oxford University press 30 Retrieved on September * Changing teachers, changing times: Teacher's work and culture in the postmodern age AHargreaves 1994 Teachers College Press New York * Investigating a Multilevel Cross-Classified Model RHHeck Journal of Education Administration 7 22 2009 Teacher Effectiveness and Student Achievement * Levels of interpersonal concerns and social functioning in early adolescent boys and girls CCHenrich SJBlatt GPKuperminc AZohar BJLeadbeater Journal of Personality Assessment 76 2001 * Children's relationships with peers: Differential associations with aspects of the teacherchild relationship CHowes CEHamilton CCMatheson Child Development 65 1994 * Peer effects in the classroom: Learning from gender and race variation CMHoxby 2000 NBER Working Paper * The power of peers: How does the makeup of a classroom influence achievement CMHoxby Education Next 2 2 2002 * Policies of School Management EHoyle 1996 Suffolk. The press ltd * Academic failure and school dropout: The influence of peers SHymel CComfort KSchonert-Reichl PMcdougall Social motivation: Understanding children's school adjustment JRJuvonen & K Wentzel 1996 * ?345) Cambridge Cambridge University Press * Peer group influences on educational outcomes: A quantitative synthesis KIde JParkerson GDHaertel HJWalberg Journal of Educational Psychology 73 2001 * Risk behavior in adolescence: A psychosocial framework for understanding and action RJessor Developmental Review 12 1992 * Examining the effects of parental absence on the academic achievement of adolescents: the challenge of controlling for family income WilliamHJeynes Journal of family and Economic Issues 23 2 2002 * Adolescent Attachment, Peer Relationships, and School Success: unpublished thesis CJill 2001 Virginia University of Virginia * A prospective longitudinal study of high school dropouts examining multiple predictors across development SJimerson BEgeland ASroufe BCarlson Journal of School Psychology 38 2000 * Role of the Head teacher in Academic Achievement in Secondary Schools in Vihiga District JohnW Kenya. Current Research Journal of Social Sciences 1 3 2009 * Gains in the Education of Peruvian women, 1940-1980. Policy research working paper EKing RBellow 1999 World Bank Washington D.C * The schools our children deserve: moving beyond traditional classrooms and "tougher standards AKohn 1999 New York; Houghton Mifflin * Effectiveness of Parents' involvement in reading, child's overt behavior at home, mothers' educational level on children's reading comprehension RMKhan KMalik Journal of Elementary Education. Institution of Education and Research 1999 Punjab University * Creating schools that heal LKoplow 2002 Teachers College Press New York * How peer pressure can affect you KMKowalski Current Health 2 1 1999 * Factors Affecting Academic Performance of Undergraduate Students At Uganda Christian university RVKrejcie DWMorgan EJKrumrei FBNewton EKim DWilcox 1970. 2013. 2014. 2009 Determining sample size for research activities. Educational and psychological measurement.30. Doctorial thesis * Children's social and scholastic lives in kindergarten: Related spheres of influence? GWLadd SHBirch ESBuhs Child Development 70 6 1999 * Peer groups and educational outcomes ALandau 2002. January 24. 2014 Retrieved * A quantitative and qualitative approach to social relationships and well-being in the United States and Japan JELandsford TCAntonucci HAkiyama KTakahashi Journal of Comparative Family Studies 36 1 2005 * -Development and change of young Adults' Prevention Health Believes and Behaviors: Influence from Parents and Peers RRLau MJ. &Quadrel KAHartman Journal of Health and Social Behavior 31 1990 * Prevention and community MLevine American Journal of Community Psychology 26 1998 * Participation and Performance in Education in Sub-Saharan Africa with Special Reference to Kenya: Improving Policy and Practice. Create pathways to Access KMLewin PWasanga EWanderi ASomerset 2011 University of Sussex * The emotional bond between teachers and students: Multiyear relationships HGLingren Phi Delta Kappan 79 2 1999. January 24. 2014. 1997 Liu, J. * Determining or ways of driving research hypothesis K ;Lubna LMLydiah Nasongo RMarzano JMarzano DPickering 1993. 2003 McGraw-Hill New York Classroom management that works * The learnercentered classroom and schools: Strategies for enhancing student motivation and achievement BMccombs JWhisler 1997 Jossey-Bass San Francisco, CA * 10 traits of highly effective teachers EMcewan 2002 Corwin Press Thousand Oaks * Measurement of Social-Economic Status of Australian Higher Education Students Mcmillan JWestern Higher Education 39 2 2000 Springer * Teacher as caregiver: making meaning with students with emotional/ behavioral disabilities CMedina GLuna 1999 Teacher Development 3 * Miller Theories of developmental psychology references Minnesota, M 2002. 2007. May 24. 2014 * Scoring rubric development: Validity and reliability BMMoskal JALeydens Practical Assessment, Research & Evaluation 7 10 2000 * An empirical study of student relationships and academic achievement KNiebuhr RNeibuhr 1999 119 679 * The challenge to care in schools: A n alternative approach to education NNoddings 2000 Teachers College Press New York * Elusive search for Quality Education. The Case of Quality Assurance and Teacher Accountability GOdhiambo International Journal of Education Management 22 5 2005 * Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria. Gale Group FIOfoegbu 2004. August 15 2005 * AAOnabamiro AAOmoruyi AASoyingbe CRosiji Psycho-Social Factors Predicting Secondary School Students Academic achievement 2 2013. April. 2013? Print International Journal of Humanities and Social Science Invention ISSN * Peer group pressure as a determinant of adolescent social adjustment in Nigerian schools AAOni Asian Pacific Journal of Educators and Education 25 2010 * Sociopsychological factors as correlates of senior secondary school students attitude towards English Language MOnocha DAdeyemo Evaluation in Africa. (233-339) Ibadan. Stirling-Horden publishers. (Nig) Ltd JOObemeata SOAyodele &M A 1999 * Financing of Secondary Education in Kenya: Costs and Options. KIPPRA Discussion Paper No. 55 EOnsomu DMuthaka MNgware GKosimbei 2006 Nairobi Kenya Institute for Public Policy Research and Analysis * Relationship Between Working Conditions and Teacher Effectiveness in Secondary Schools in Abia Educational of Abia AOnyeachu State.M.Ed. Dissertation, Unpublished 1996 Port Harcourt; Nigeria University of Port Harcourt * Leadership Characteristics and Personnel Constraints as Factors of School and Industrial Effectiveness AOOredein 2000 Nigeria Unpublished, Ibadan: University of Ibadan Ph.D. Thesis * The effects of parental support on academic achievement OOsher TKendziora B&chinen 2008 university Ibadan Master thesis unpublished * Exploring beliefs about academic performance achievement VOwen The Uganda Education Journal 2 57 1999 * Parental will, peer pressure, academic ability and school subjects selection by students in senior secondary schools JWOwoyele OMToyobo The Social Sciences 3 8 2008 * SPSS survival manual. A step by step guide to data analysis for windows third edition JPallant 2007 Open university press. McGraw Hill * Educational and social economic background of undergraduates and academic performance: consequences for affirmative action programs at a Brazilian research university Pedrosa Pianta, R 2006. September 9. 2014. 1999 American Psychological Association Enhancing relationships between children and teachers * Peer pressure and Risk -takers: Alcohol, drugs, sex and youth MPlant 1992 London: Tavistock/Routledge * The Effects of Perceived Daily Social and Academic Failure Experiences on School-Age Children's Subsequent Interactions with Parents RLRepetti Child Development 67 4 1996 * Children's classroom peer relationships and subsequent educational outcomes SRisi RGerhardstein JKistner Journal of Clinical and Adolescent Psychology 32 2003 * Paying teachers for performance and productivity: Learning from experience CRobert GERobins 1999. 2001 Educational Research Service, Inc Arlington, VA Student teacher relation inventory scale * Mentoring through accessible, authentic opportunities SRockwell 1997 41 Preventing School Failure * Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging RWRoeser CMidgley TUrdan Journal of Educational Psychology 88 1996 * Peer groups as a context for the socialization of adolescents' motivation, engagement, and achievement in school AMRyan Educational Psychologist 35 2000 * Psychosocial Predictors of Adjustment Among First Year College of Education Students OSamuel Salami Social research Sarantakos, S. :1548-6613 8 2 2011. February-2011. 1997 Palgrave Publishers Ltd * School's influence of learning: A case of upper primary schools in Kampala & Wakiso Districts NPSentamu Uganda Education Journal 4 2003 * Quality schooling: the contribution of alternative indicators to redefining school performance HSilins RMurray-Harvey 1995. October 20. 2013 * Measuring the Effects of Effective Teaching LStarr 2002. October 16 2014 * Connecting caring and action through responsive teaching: How one team accomplished success in a struggling middle school. The Clearing House DBStrahan KLayell 2006 79 * Evaluation of the assessment strategy for admission at Pretoria University ASwart 1999. 2013 14 * Practices of Substance Abuse and Risky Sexual Behavior Among Adama Science and Technology University Students, Ethiopia. (Thesis) Topping, K GTadesse Review of Educational Research 68 3 2013. 1998 Peer Assessment between Students in Colleges and Universities * Some correlates of academic performance among students of College of Commerce G-MTsige The Ethiopian Journal of Education 26 1 2006 * A Study of Clinical Supervision and Teachers Effectiveness in Umuahia and Abia Educational Zones of Abia State. M.Ed Dissertation, Unpublished MCUchefuna 2001 Port Harcourt; Nigeria University of Port Harcourt * A lifetime of relationships. London: International Thomson Publishing Europe AWigfield JSEccles DRodriguez Review of Research in Education Vanzetti, N., & Duck, S. 23 1996. 1998 The development of children's motivation in school contexts * The efficacy of motivationally related variables and family interaction in predicting academic achievement among high school students EYalew EEWitruk Ethiopian Journal of Development Research 28 2 2006 * The Influence of School Sex, Location and Type on Students' Academic Performance MAYusuf JTAdigun Int J Edu Sci 2 2 2010 * The role of parents and peers in the leisure activities of young adolescents EZeijl YTe Poel MDu Bois-Reymond JRavesloot JJMeulman Journal of Leisure Research 32 2000 * School adjustment in adolescence for previously rejected, average and popular children PZettergren British Journal of Educational Psychology 73 2003