Relevant bibliographies by topics / Self-Concept; Academic Achievement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Self-Concept; Academic Achievement'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Self-Concept; Academic Achievement"

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Murugan.K and Jebaraj.J.S Mr.Justin. "A STUDY OF SELF-CONCEPT IN RELATION TO ACADEMIC ACHIEVEMENT AMONG 9TH STANDARD STUDENT." International Journal of Research - Granthaalayah 5, no. 6 (2017): 502–7. https://doi.org/10.5281/zenodo.822599.

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The specific needs for classifying these spectacles of self-concept in relation to academic achievement as a usual and predictable vital result of student growth and development rather than among compulsive symptom. The self-concept in relation to academic achievement turn out to be important in the actions of individuals. As the students are the stakes of the future generations their significance pattern of self-concept in relation to academic achievement are vital. So the present study intends to measure a study of self-concept in relation to academic achievement among 9th standard student.
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Hansen, Kirstine, and Morag Henderson. "Does academic self-concept drive academic achievement?" Oxford Review of Education 45, no. 5 (2019): 657–72. http://dx.doi.org/10.1080/03054985.2019.1594748.

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Fatwa, Tentama, and Hasan Abdillah Muhamad. "Student employability examined from academic achievement and self-concept." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (2019): 243–48. https://doi.org/10.11591/ijere.v8i2.18128.

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Employability is a problem that often arises in its relation to job-seeking, where low employability has become an obstacle for individuals entering the workforce. Factors believed to influence levels of employability are academic achievements and self-concept. This study aimed to determine the relationship between academic achievement and self-concept with student employability. The subjects in this study were 85 students who were obtained through cluster random sampling. The research method used is a quantitative method, utilizing scales and report card scores as data collection tools. The s
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Fatima , Shabbih, and Masood Nadeem. "ASSESSING THE ACADEMIC RESILIENCE AND ACADEMIC SELF-CONCEPT FOR ACADEMIC ACHIEVEMENT IN SCHOOL STUDENTS." Pakistan Journal of Social Research 04, no. 02 (2022): 414–20. http://dx.doi.org/10.52567/pjsr.v4i2.490.

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This study explores the link between academic resilience, academic self-concept and academic achievement among school students. This study utilizes cross-sectional survey research design, by employing a sample of 340 students conveniently approached from different schools of Multan, Pakistan. Data is collected through Academic Resilience Scale-Urdu version (Fatima, 2021), Academic Self-Concept Questionnaire-Urdu version (Fatima, 2021) and grade/percentage obtained in a test for academic achievement. The result of the correlation coefficient shows academic resilience, academic achievement and a
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Mboya, Mzobanzi M. "Self-Concept of Academic Ability: Relations with Gender and Academic Achievement." Perceptual and Motor Skills 77, no. 3_suppl (1993): 1131–37. http://dx.doi.org/10.2466/pms.1993.77.3f.1131.

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For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between
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Sticca., Fabio, Thomas Goetz, Jens Möller, Franz Eberle, Kou Murayama, and Richard Shavelson. "Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains." Learning and Individual Differences 102, February 2023 (2023): 102270. https://doi.org/10.5281/zenodo.7914168.

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The present study examined the associations between grades and self-concept within and between four academic domains from an intraindividual perspective. Further, we explored whether students' subjective domain similarity moderated intraindividual between-domain effects of achievement on self-concept and vice versa. A sample of 756 Swiss high-school students reported on their academic self-concept in mathematics, German (native), English, and French on three measurement occasions across high school. Students reported on the subjective domain similarity. School administrators reported stude
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Ling, Tianye, and Hyungshim Jang. "An Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School Students." SNU Journal of Education Research 32, no. 2 (2023): 71–90. http://dx.doi.org/10.54346/sjer.2023.32.2.71.

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The reciprocal internal/external frame of reference model (RI/EM) explains the complex relations between domain-specific academic self-concepts and academic achievements in two domains (e.g., math and Chinese). In the present study, we test the validity of RI/EM in a sample of mainland Chinese secondary students (N = 434) in Yunnan province using a three-wave longitudinal research design. Structural equation modeling analyses found that T1 academic achievements affected T2 academic self-concepts positively within the same domain but negatively across domains. Meanwhile, paths from T2 academic
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Kemunto., N.O, and S. Oyoo. "Relationship between academic self-concept and academic achievement among secondary school students in Kisumu East Sub-County." International Journal of Social Science and Humanities Research 11, no. 3 (2023): 177–81. https://doi.org/10.5281/zenodo.8328241.

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<strong>Abstract:</strong> Students in Kisumu East Sub-county, Kisumu County have been posting low KCSE mean scores over the last several years albeit having the least number of schools and fewest number of candidates among the sub-counties of Kisumu County. The purpose of the study was to investigate if a relationship exists between academic self-concept and academic achievement among learners in Kisumu East Sub-County. The study used McClelland&rsquo;s Achievement Theory of Motivation. The study employed the correlational survey design. The study targeted all 1224 form there students in Kisu
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Iyengar, R. Gayatri, G. Padma Gouri, Mahendra Kumar, and Yanjana. "Academic Self Concept and Academic Achievement of Indian CBSE School Students." National Journal of Community Medicine 12, no. 12 (2022): 405–10. http://dx.doi.org/10.5455/njcm.20211127044355.

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Introduction: Student’s self-concept about their academic capabilities plays an important role in academic achievement. Main objective of the study was to examine the relationship between academic self-concept and academic achievement.&#x0D; Methods: The sample (Male 261, Female 320, aged 17-19 years) were drawn from 15 secondary schools affiliated with CBSE board, India. Academic achievement was measured by self-reported CGPA of the previous year. Academic self-concept was measured by Kample and Naik Academic Self Concept Scale (ASCS). Data obtained was analyzed with the help of SPSS (16th, v
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Marsh, Herbert W. "Causal Effects of Academic Self-Concept on Academic Achievement." Journal of Experimental Education 56, no. 2 (1988): 100–103. http://dx.doi.org/10.1080/00220973.1988.10806472.

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Dissertations / Theses on the topic "Self-Concept; Academic Achievement"

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Ellingsen, Victor J. "Academic self-concept under typical and maximal environmental press." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47690.

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Academic self-concept (ASC) refers to one's beliefs about himself or herself in academic situations. ASC has been found to be moderately correlated with academic performance when ASC and academic outcome measures are in the same domain and at the same level of specificity. It was hypothesized that differentiating between ASC under typical versus maximal environmental press may increase its predictive validity by providing further specificity to items and thus greater reliability to ASC scales. In this study, a battery of assessments was administered to Georgia Tech undergraduates in order t
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Oliver, Leola Lanette. "Linking self-concept, social comparison and academic achievement in preadolescents." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556876.

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<p> A wide body of literature exists on the relationship between childhood and adolescent self-concept and achievement (Molloy, Gest, &amp; Rulison, 2011; Trautwein, Ludtke, Marsh, &amp; Nagy, 2009); however, few studies explore the extent to which other socio-psychological processes interact with these 2 variables. Many studies point to parent and teacher feedback as critical factors in the development of self-evaluative processes in children, but there is an absence of literature exploring the extent to which perceptions of peer achievement and social interactions may predict self-concept (A
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Boyle, Mary O. "Personality and interest predictors of academic self-concept." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28645.

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Haddigan, Nanci. "The effects of arts education on academic achievement and self-concept." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Haddigan_N%20MITthesis%202007.pdf.

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Areepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.

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Larocque, Lisa. "Preadolescent self-concept and self-concept/academic achievement relations, investigating multidimensional and hierarchical structures within and across gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/NQ46529.pdf.

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Yang, Lan, and 杨兰. "Enhancing academic self-concept and academic achievement of vocationalstudents: a longitudinal intervention studyin mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329873.

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While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhance
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Bissonnette, J. T. "Predicting academic achievement, the role of self-concept and the home environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52515.pdf.

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Jones, Kamio Ayisha. "EFFECTS OF RACIAL IDENTITY ON THE ACADEMIC ACHIEVEMENT OF BIRACIAL STUDENTS WITH ACADEMIC SELF CONCEPT AS A MEDIATOR." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3744.

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The current study investigated the relationship between racial identity and academic achievement of biracial high school students and whether academic self-concept mediated the relationship. Data from the National Institute of Child Health and Development- Study of Early Child Care and Youth Development was examined. A structural equation model with two groups was used to assess if academic self-concept is a mediator for the relationship between racial identity and academic achievement. Results suggest that academic self-concept in Math or English did not mediate the relationship between racia
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Bacon, La Shawn Catrice. "Academic self-concept and academic achievement of African American students transitioning from urban to rural schools." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1198.

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The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junio
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Books on the topic "Self-Concept; Academic Achievement"

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Shamas, Shaheda. Study into the identity self-concept and academic achievement of mixed race children. North East London Polytechnic, 1988.

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service), SpringerLink (Online, ed. Towards an Understanding of Language Learner Self-Concept. Springer Science+Business Media B.V., 2011.

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Weatherall, Carol. The negative effects of a positive self-concept: A study to ascertain and evaluate the negative effects of a positive self-concept on academic achievement. The author], 1994.

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Hamzah, Haliza. The effects of academic achievement and socio-economic status upon the self-concept in a secondary school in Malaysia. University of Birmingham, 1997.

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An examination of the relationships between academic self-concept global self-concept, locus of control, and academic achievement. 1987.

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Donatell, Eugene. Effects of intellectual competition on academic self concept. 1993.

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Beaver, Barbara Evelyn. ASSERTIVENESS TRAINING: ITS EFFECT UPON ACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF VOCATIONAL NURSING STUDENTS. 1987.

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Butts, Lois Elain. RELATIONSHIP BETWEEN LEARNING STYLE, SELF-CONCEPT, AND ACADEMIC ACHIEVEMENT FOR LVN STUDENTS AND ADN STUDENTS. 1986.

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Siwach, Dr Santosh. Cooperative Learning vs Traditional Teaching Methods: Effect on Self-Concept and Academic Achievement in Mathematics. Createspace Independent Publishing Platform, 2013.

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Maqbool, Aasia, and Mohammad Yousuf Ganai. Study of Self-Concept, Mental Health and Academic Achievement of Orphan and Non-Orphan Adolescents. Anchor Academic Publishing. ein Imprint der Diplomica Verlag GmbH, 2016.

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Book chapters on the topic "Self-Concept; Academic Achievement"

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Weinert, F. E., and A. Helmke. "Compensatory Effects of Student Self-Concept and Instructional Quality on Academic Achievement." In Motivation, Intention, and Volition. Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-70967-8_16.

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Wollschläger, Rachel, Pascale Esch, Ulrich Keller, Antoine Fischbach, and Ineke M. Pit-ten Cate. "Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study." In Wohlbefinden und Gesundheit im Jugendalter. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35744-3_10.

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AbstractFormal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. i
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Blanco, Pedro J. "Impact of School-Based Child-Centered Play Therapy on Academic Achievement, Self-Concept, and Teacher-Child Relationships." In Child-Centered Play Therapy Research. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch7.

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Yeung, Alexander Seeshing, and Feifei Han. "Chinese-Background Australian Students' Academic Self-concept, Motivational Goals, and Achievements in Math and English." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-9.

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Basarkod, Geetanjali, and Herbert W. Marsh. "Academic Self-Concept." In Motivation Science. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0010.

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Abstract Academic self-concept is a person’s perceived competence and sense of their own abilities and skills in academic subjects. In an educational setting, having a positive academic self-concept leads to improvements in a host of educational outcomes such as achievement, attainment, persistence, and course selection. Academic self-concept even predicts these outcomes after controlling for previous levels of achievement. Importantly, research has shown academic self-concept to be a stronger predictor of achievement than other motivational constructs, suggesting that it might be one of the m
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Hau, Kit-Tai, and Herbert W. Marsh. "Academic Self-Concept and Achievement." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.92153-6.

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Marsh, Herbert W., Geetanjali Basarkod, Reinhard Pekrun, Theresa Dicke, Philip D. Parker, and Jiesi Guo. "Academic Self-Concept Formation." In The Oxford Handbook of Educational Psychology. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.37.

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Abstract Academic self-concept is a person’s evaluative self-beliefs of their academic ability. It is an important outcome in its own right and positively predicts other crucial educational constructs such as achievement, course selection, persistence, and long-term attainment. Numerous research studies have shown that self-concept is formed through dimensional, social, and temporal social comparison processes. These processes map on to the internal/external frame-of-reference model, the big-fish-little-pond effect, and the reciprocal effects model, respectively. The current chapter outlines t
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Marsh, H. W., and L. F. Scalas. "Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement." In International Encyclopedia of Education. Elsevier, 2010. http://dx.doi.org/10.1016/b978-0-08-044894-7.00619-9.

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Basarkod, Geetanjali, and Herbert W. Marsh. "Academic self-concept: a key predictor of achievement and learning." In International Encyclopedia of Education(Fourth Edition). Elsevier, 2023. http://dx.doi.org/10.1016/b978-0-12-818630-5.14030-8.

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Cristea, Mihaela. "Examining the Relationship between Perceived Teacher Autonomy Support and Adaptive Functioning Behaviors in Students with Intellectual Disability: The Mediating Role of Self-Determination and Self-Concept." In Academic Achievement - Perspectives of Students, Teachers, and Institutions [Working Title]. IntechOpen, 2025. https://doi.org/10.5772/intechopen.1009463.

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Optimizing adaptive functional behaviors is an essential goal of educational programs for students with support needs. The relevance of social and personal factors such as perceived teacher autonomy support, self-determination, and self-concept are highlighted, these constructs through direct and indirect effects could lead to modification and changes of adaptive functional behaviors and skills. The purpose of the present study is to investigate the patterns of relationships in terms of direct and indirect effects among perceived teacher autonomy support, adaptive functional behaviors, self-de
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Conference papers on the topic "Self-Concept; Academic Achievement"

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Geske, Andrejs, Kristine Kampmane, and Antra Ozola. "The Influence of School Factors on Students’ Self-Concept: Findings from PIRLS 2016." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.16.

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In recent years, studies have put emphasis on school not only as an institution for academic achievement but also as an environment for social-emotional development, learning and shaping students’ attitudes and beliefs. There are studies that show the correlation between the environment and development of a child’s self-concept, as well as the correlation between self-concept and school anxiety. The studies have discovered very strong relationship between school success factors such as enjoyment, engagement and achievement and the school’s climate. However, there are many unknown answers to th
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Ding, Yuxin. "The Effect of Academic Self-Concept on Academic Achievement in Mainland China: A Meta-Analysis." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2005512.

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Ding, Yuxin. "The Effect of Academic Self-Concept on Academic Achievement in Mainland China: A Meta-Analysis." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2005512.

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Choe, Danbi. "A Comparative Longitudinal Approach on Academic Self-Concept and Academic Achievement of Students From Multicultural Families." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1443377.

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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.63.

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is t
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Pettersson, Lin Elinor, and Rosa Muñoz Luna. "The role of self-concept and expectations in academic achievement: a preliminary study." In HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.373.

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Tatlah, Ijaz. "PARENTAL EXPECTATIONS AND ITS IMPACT ON ACADEMIC ACHIEVEMENT OF STUDENTS MEDIATED BY ACADEMIC SELF-CONCEPT AT SECONDARY LEVEL." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0150.

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Yang, Lan, and David Watkins. "The Effectiveness of Two Treatments to Enhance Academic Self-Concept among Low-Achieving Secondary School Students in China." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/dltu7644.

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The present research focused on investigating the effectiveness of two treatments to enhance academic self-concept among low-achieving junior middle school students, who continue their learning in the secondary vocational education (SVE) system of China. The results demonstrated that the intervention delivered in natural classroom settings significantly enhanced English self-concept, the targeted facet of the academic self-concept. Moreover, the intervention did not change Chinese and Mathematics self-concepts (two control facets of academic self-concept) significantly, lending support to the
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Kampmane, Kristine. "Perseverance and Conscientiousness Scales as Indicators of Students’ School Success." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.16.

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When thinking about students’ achievement, the first thing associated with it is future success. When trying to explain why all things being equal some students may achieve highly and others may not, researchers have identified a variety of influencing factors, both those that can be measured by the tests of cognitive abilities and intelligence, and those that represent student’s personality and temperament. While cognitive achievement is usually closely related to intelligence, personality and temperament are not. Researchers are still searching for the best factors to explain the impact of p
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Thaib, Danial, and Silvana Syah. "The Influence of Parenting Styles and Self-concept on the Academic-achievement of Moslem Adolescent in South Jakarta." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289347.

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