Abstract
The objective of this study was to investigate the relationship between self-esteem, self-efficacy, and cumulative grade point average of students with disabilities in three selected universities of Ethiopia. Comprehensive sampling technique was employed to select 131 participants. A quantitative research approach; confirmatory factor analysis (CFA), structural equation modeling (SEM), mean differences, and correlation was employed. The general self-esteem and self-efficacy scales were instruments. Based on the CFA 14 items were identified. The composite reliability and validity of the four factors were good. The model fit indices of confirmatory factor analysis (CFA) was a good fit to the data (χ2 = 106.872, df = 70, p < .003. The second model fit indices of structural equation modeling (SEM) was also a good fit to the data (χ2 = 106.025, df = 79, p < .023. The result shows that from the four latent variables: Component FA has significant regression weight with CGPA at p < .043 at t-value (C.R.) of − 2.023. There was statistically significant mean cumulative grade point average (CGPA) difference between males (M = 3.1027, SD = .49915) and females (M = 2.6583, SD = .49915; t (131) = 5.048 p = .000, two tailed). The ANOVA result revealed a statistically significant difference at p < .05 in (CGPA) among students with physical, sensory, and health impairment: F (2, 128) = 17.411, p = .000. The study implies that self-esteem and self-efficacy instruments would be more appropriate to observe relationship with cumulative grade point average.
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Data availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request. The authors used SPSS and Amos version-23 and the codebook has been put in a save place. The themes of this research title focus on the relationship between general self-esteem, general self-efficacy, and academic achievement of university students with disabilities. The corresponding author would like to confirm that this research title was not previously published in any journal and currently not under consideration for publication elsewhere. The article sponsor was Debre Markos University Research and Community Service Directorate.
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Acknowledgements
The authors would like to acknowledge Debre Markos University Research and Community Services Directorate; Particularly the Institute of Education and Behavioral Sciences Office of Graduate, Research and Community Services, granted the research fund as requested.
Funding
This study was funded by Institute of Education and Behavioral Sciences Post-Graduate Research and Community Services Office under Debre Markos University Research and Community Service Directorate.
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We, authors, contributed to the study conception and design KZ. Material preparation KZ and AF, data collection, and analysis were performed by KZ and AF. The first draft of the manuscript was written by KZ and all authors commented on the final version of the manuscript. All authors read and approved the final manuscript.
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Debre Markos University, Institute of Education and Behavioral Sciences, Ethical Board permitted this study after scrutinizing the guideline that deals with protections and procedures given to the research participants. Thus, the data collection in three universities started in February 2019.
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Zewdie, K., Fenta, A. Self-esteem, self-efficacy and academic achievement of students' with disabilities in selected universities of Ethiopia. SN Soc Sci 2, 189 (2022). https://doi.org/10.1007/s43545-022-00500-x
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DOI: https://doi.org/10.1007/s43545-022-00500-x