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    dc.contributor.authorDarge Wole-
    dc.date.accessioned2022-02-26T07:29:59Z-
    dc.date.available2022-02-26T07:29:59Z-
    dc.date.issued1997-12-
    dc.identifier.urihttp://ecde.aau.edu.et/jspui/handle/123456789/206-
    dc.descriptionInvestigation of the relationship between the early experiences of the sinkegna (semi-displaced students) in the hands of care givers and their adjustment competency in the senior high school years suggested that experiences of affection, responsibility training and academic support and supervision, as measured by a researcher-devised instrument (PESM Scale) relates negatively to susceptibility to adjustment problems but positively to the ability to generate effective solutions to problems. However no reliable relationship was obtained between P ESM and self-referenced solutions to problems. Some evidence further indicated that 'sex'. may mediate the impact of P ESM on academic progress. The theoretical and practical implications of the study are briefly discussed.en_US
    dc.description.abstractInvestigation of the relationship between the early experiences of the sinkegna (semi-displaced students) in the hands of care givers and their adjustment competency in the senior high school yearsen_US
    dc.description.sponsorshipInstitute of Educational Research, AAUen_US
    dc.language.isoenen_US
    dc.publisherInstitute of Education Research, Addis Ababa Universityen_US
    dc.subjectResearch Reporten_US
    dc.subjectearly experiences of the sinkegna (semi-displaced students)en_US
    dc.titleChildhood Experiences In Parental Care and Later Competency: The Case of Sinkegna High School Students, by Darge Woleen_US
    dc.typeWorking Paperen_US
    Appears in Collections:Research report/ journal article, book/ proceeding chapter,

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