The Relationship Of Identity Status Psychological Wellbeing And Academic Achievement Among Micro-link Technology College Students In Mekelle Town

The purpose of the present study was to examine the relationship among identity status,rnpsychological wellbeing and academic achievement of Micro-link Technology Collegernstudents. Quantitative approach particularly correlational research design was employed tornachieve the objectives of this study. Three hundred twenty six (males= 175, 53.7% andrnfemales=151, 46.3%) students age ranged from 18-26(M= 20.69, SD= 1.84) participated inrnthe study. Students were selected using stratified and simple random sampling methods. Twornself-report measures have been utilized in the present study namely; Psychological WellbeingrnScale and Extended Objective Measure of Ego Identity Status- Revised Version. Students’rncumulative grade point average scores were gathered from the College registrar office. Therncollected data were analyzed using descriptive including frequency, percentage, mean andrnstandard deviation and inferential statistics such as Independent sample t-test, one-wayrnanalysis of variance and Pearson product moment correlation. The result showed that 55.2%rnof Micro-link Technology College students have achieved their identity. The study alsornrevealed that 85% and 57.5% of the respondents have scored above the mean onrnpsychological wellbeing and academic achievement respectively. The finding of Pearsonrnproduct moment correlation analysis showed that there was a statistically weak negativerncorrelation between psychological wellbeing and identity moratorium. The result of Pearsonrnproduct moment correlation also revealed that psychological wellbeing has statisticallyrnsignificant negative relationship with identity diffusion. On the other hand, no statisticalrnsignificant relationship between academic achievement and identity moratorium, foreclosurernand diffusion was obtained. As to the current study finding, no statistically significantrndifference has confirmed on students’ identity status, psychological wellbeing and academicrnachievement across their parental socioeconomic status. Besides, there was no statisticallyrnsignificant difference on level of psychological wellbeing for all age groups. On the otherrnside, students whose ages of 21-23 had more foreclosed identity than students’ age rangedrnfrom 24-26. The present study also found that as compared to students’ age ranged from 18-rn20, respondents assigned to 21-23 age years had high level of academic achievement. Asrnregards sex differences, male students had more diffused identity status compared to femalesrnwhereas female students had high level of psychological wellbeing than males. However,rnmale and female students were not significantly differed in their level of academicrnachievement

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