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The present research deals with the prediction of the academic achievements of students of Ethiopian origin in Israel. It seeks to explore the contribution of personal and social resources towards the success of these students in academic studies, in light of the poor achievements of Ethiopians in the conventional measures such as the Psychometric Entrance Test (PET) (Almagor-Lotan & Koch Davidovitz, 2011). Two classes of Ethiopian students from two colleges of education were investigated and compared with students from a control group. Besides the significant differences in the characterizations of the background data of the two groups, in their first-semester grades and in their personal resources, the Ethiopians manifested their own unique characteristics which include highly-focused future study goals, a low level of self-criticism, and lofty perceptions of coherence (control) and self-efficacy — all of which predict academic achievements.

The Contribution of Personal and Social Resources towards the Prediction of Ethiopian Students' Academic Achievements