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

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Published: 3 June 2025

Last updated: 31 July 2025

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1

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’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. 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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10

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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11

Schumaker, Jack F., Linwood Small, and Jacey Wood. "Self-Concept, Academic Achievement, and Athletic Participation." Perceptual and Motor Skills 62, no. 2 (1986): 387–90. http://dx.doi.org/10.2466/pms.1986.62.2.387.

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Self-concepts and grade point averages of 45 high school senior athletes and 40 nonathletes were compared. The Fitts Tennessee Self-concept Scale was administered along with a questionnaire about the subjects' previous grades. Athletes had significantly higher self-concept scores than nonathletes in six of eight self-concept areas. No significant difference was found between athletes and nonathletes regarding academic achievement.

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Maria Oommen, Nimmi. "Self Concept and Academic Achievement among Students at Higher Secondary Level." International Journal of Scientific Engineering and Research 3, no. 7 (2015): 28–30. https://doi.org/10.70729/ijser15305.

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Sharma, Deepika, and Sushma Sharma. "Relationship between motivation and academic achievement." International Journal of Advances in Scientific Research 4, no. 1 (2018): 01. http://dx.doi.org/10.7439/ijasr.v4i1.4584.

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The main purpose of the study was to investigate the relationship between motivation, self-concept and academic achievement. In addition,late childhood school students differences between self-concept, motivation and academic achievement were investigated. The study utilized a quantitative conceptual study. The study found that there were significant correlations between self-concept, motivation and academic achievement of late childhood school students. It was also found that female students are significantly more motivated than their male counterparts. The study concluded that the findings j

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Alkhateeb, Haitham M., Eiman F. Abushihab, Bataul H. Alkhateeb, and Rasha H. Alkhateeb. "Academic Self-concept and its Relationship to Academic Achievement among University Students." International Journal on Social and Education Sciences 4, no. 4 (2022): 517–28. http://dx.doi.org/10.46328/ijonses.342.

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This research sought to study the academic self-concept and the relationship between the academic self-concept and students’ academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed of 274 undergraduate university students was utilized in this study. Tools of data collection consisted of demographic characteristics such as gender and age; students’ cumulative Grade Point Average (GPA) as academic achievement; and the Academic Sel

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Aye, Eucharia Nchedo, Richard Agbangwu, Theresa Olunwa Oforka, et al. "Family Variables as Predictors of Self-Concept and Academic Achievement of Secondary School Students in Benue State, Nigeria." Global Journal of Health Science 11, no. 8 (2019): 86. http://dx.doi.org/10.5539/gjhs.v11n8p86.

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OBJECTIVE: The study investigated family variables as predictors of self-concept and academic achievement of secondary school students in Benue state, Nigeria.  &nbsp; &nbsp;   METHODS: The study adopted a correlational research design. The sample of the study consisted of seven hundred and twenty (720) SS II students. The study research questions were analyzed using the Pearson product moment correlation coefficient, while the hypotheses were tested using regression analysis at 0.05 probability level.  RESULTS: The findings revealed a st

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Schicke, Michelle C., and Thomas K. Fagan. "Contributions of Self-Concept and Intelligence to the Prediction of Academic Achievement among Grade 4, 6, and 8 Students." Canadian Journal of School Psychology 10, no. 1 (1994): 62–69. http://dx.doi.org/10.1177/082957359401000108.

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This study examined the contributions of self-concept and intelligence to the prediction of academic achievement among grade 4, 6, and 8 students. One unidimensional and one multidimensional measure of self-concept were employed to investigate which self-concept model would better predict educational achievement. Zero-order correlations between general self-concept and achievement were found; however, small but significant positive associations between academic self-concept and achievement were obtained. Regression analyses suggested that intelligence accounted for the most variance in achieve

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Hong, Juyeun. "A study on the moderating effect of self-concept on the relationship between multicultural acceptance and mathematical academic achievement." Journal of Field-based Lesson Studies 5, no. 1 (2024): 97–134. http://dx.doi.org/10.22768/jfls.2024.5.1.97.

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The acceleration of societal transformation towards a multicultural society emphasizes the necessity for education in school settings to incorporate cultural diversity. In this study, hierarchical regression analysis was conducted to explore the moderating effects of self-concept on the relationship between multicultural acceptance and mathematical academic achievement. First, the analysis examined the moderating effect of familial self-concept on the relationship between relationships with multicultural friends and mathematical academic achievement. As familial self-concept increased, t

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

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<span>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 aim</span><span lang="IN">ed</span><span> 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,

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19

Haryanto, Sri, Sri Jumumini, Achmad Samsudin, Winarto Winarto, and Asep Sunarko. "Science the influence of teacher support and parental monitoring on academic achievement in high school students: The role of academic self-concept as a moderating variable." Multidisciplinary Science Journal 7, no. 4 (2024): 2025169. http://dx.doi.org/10.31893/multiscience.2025169.

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This study examines the influence of teacher support and parental supervision on secondary school student's academic achievement with academic self-concept as a moderating variable. The research method used is causality to examine cause-and-effect relationships. The research sample was taken using a nonprobability sampling model from a population of 60 students with a saturated sampling type. Research data was collected using a Likert scale questionnaire, and the validity and reliability of the questionnaire instrument were tested using the SPSS program with product moment criteria and the Cro

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20

Ms., B. Deepika, and D. Geetha Ms. "A Study on Self Concept in Relation to Academic Achievement Among B.Ed Trainees." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2177–85. https://doi.org/10.31142/ijtsrd14198.

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The purpose of this research was to deter mine the relationship between the academic self concept and academic performance. The sample consists of 100 B.Ed trainees from 6 colleges were chosen by using random sampling method. The data collection instrument for academic self concept was a researcher made questionnaire. After verifying the scale's facto rial structure, established levels of association between self concept and academic performance, and predictive power of academic self concept. The research finding showed a close relationship between academic self concept and measures of aca

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21

Abdul Aziz, Abdul Rashid, Mohd Azrin Mohd Nasir, Rezki Perdani Sawai, Amin Al-Haadi Shafie, and Muhammad Asyraf Che Amat. "THE INFLUENCES OF SELF -CONCEPT ON ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 44 (2021): 111–23. http://dx.doi.org/10.35631/ijepc.644009.

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The current scenario revealed that many universities, both public and private, are taking various initiatives in improving the quality of academic programs offered. This is because, excellence in academic achievement is one of the determining factors for the graduate employability. However, psychological factors such as self -concept are still under -emphasized as an important aspect in determining academic achievement. Therefore, this study aims to look at the relationship between self -concept and academic achievement of students in Institutions of higher learning. The study uses a survey me

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22

Dambudzo, Ignatius Isaac, and Salome Schulze. "Does the physical Self-concept Make a Difference to Academic Achievement? Investigating the Role of Physical Self-concept on the Academic Achievement of Adolescent Learners in Zimbabwe Secondary Schools." Greener Journal of Educational Research 3, no. 1 (2013): 7–22. https://doi.org/10.15580/gjer.2013.1.112912302.

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The study was prompted by low academic achievement prevalent in most secondary schools. Literature has documented both human, school and material factors as responsible for the low performance, and also a positive and significant correlation between the physical self-concept and academic achievement. Attempts have been made to reverse the situation but performance has remained generally poor. The study set out to investigate whether the physical self-concept made a difference to learners’ academic achievement. In particular the study also sought to find out if moderator variables such as

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Berg, Geesje van den, and Louise R. Coetzee. "Academic Self-concept and Motivation as Predictors of Academic Achievement." International Journal of Educational Sciences 6, no. 3 (2014): 469–78. http://dx.doi.org/10.1080/09751122.2014.11890158.

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Kumar Jaiswal, Sandeep, and Rashmi Choudhuri. "Academic Self Concept and Academic Achievement of Secondary School Students." American Journal of Educational Research 5, no. 10 (2017): 1108–13. http://dx.doi.org/10.12691/education-5-10-13.

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Marsh, Herbert W., and Andrew J. Martin. "Academic self-concept and academic achievement: Relations and causal ordering." British Journal of Educational Psychology 81, no. 1 (2011): 59–77. http://dx.doi.org/10.1348/000709910x503501.

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Abarca, Geber Mae, and Mervin Osic. "Academic Self-Concept and Motivation as Predictors of Students' Achievement in Mathematics." Psychology and Education: A Multidisciplinary Journal 21, no. 4 (2024): 476–89. https://doi.org/10.5281/zenodo.12593828.

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This study aimed to determine the relationship and predictive power of academic self-concept and motivation to tertiary students' Mathematics achievement. This descriptive correlational research was conducted with 347 college students in selected tertiary schools in Davao de Oro. Mean scores, Pearson's Correlation Coefficient, and linear regression analysis were utilized to analyze the data. The study's result revealed that the students' academic self-concept is moderate, and their learning motivation is high. The study also reported a very satisfactory level of performance in Mathematics. Fur

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Zahra, Asma-Tuz, Manzoor H. Arif, and Muhammad Imran Yousuf. "Relationship Of Academic, Physical And Social Self-Concepts Of Students With Their Academic Achievement." Contemporary Issues in Education Research (CIER) 3, no. 3 (2010): 73. http://dx.doi.org/10.19030/cier.v3i3.190.

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This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bacholar were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used as tool of research. Factor analysis was employed to explore the pattern of inter-item correlations of the questionnaire. Kendall’s-Tau-b technique of corrrelation was applied to correlate responses obtained on academic, physical and social self conc

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Kalaivani, M., and V. Rajeswari. "THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (2016): 37–49. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2508.

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Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation hel

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Álvarez, Ana, Natalia Suárez, Ellián Tuero, José C. Núñez, Antonio Valle, and Bibiana Regueiro. "Family involvement, adolescent self-concept and academic achievement." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (2015): 293–311. http://dx.doi.org/10.1989/ejihpe.v5i3.133.

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The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvemen

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Álvarez, Ana, Natalia Suárez, Ellián Tuero, José C. Núñez, Antonio Valle, and Bibiana Regueiro. "Family involvement, adolescent self-concept and academic achievement." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (2015): 293–311. http://dx.doi.org/10.3390/ejihpe5030027.

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The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvemen

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31

Afufu, John. "Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State." Education Journal 13, no. 5 (2024): 302–10. http://dx.doi.org/10.11648/j.edu.20241305.17.

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The study looked into the relationship between senior secondary two (SS2) students&apos; academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross R

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Won, Juyeon, and Guiboke Seong. "Effects of a Study Support Course on Self-Directed Learning Ability, Self-Concept, Academic Self-Efficacy, and Academic Achievement of University Students on Repeated Academic Probation." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 739–57. https://doi.org/10.22251/jlcci.2024.24.24.739.

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Objectives This study examined the effects of taking a course designed for students who have repeatedly been on academic probation on their self-directed learning abilities, self-concept, academic self-efficacy, and academic achievement. Methods 27 students of a 4-year university in Korea, who were enrolled in the course due to repeated academic probation, were assessed before and after taking the course on their self-directed learning abilities, self-concept, and academic self-efficacy. The pre- and post-test results were analyzed using paired samples t-tests in SPSS 28.0 to determine if the

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Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 3, no. 3 (2017): 138. http://dx.doi.org/10.26417/ejis.v3i3.p138-147.

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This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally

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Gómez, Areopagita Yésyka Bustillos. "Self-concept as a Factor in Academic Achievement." European Journal of Interdisciplinary Studies 8, no. 1 (2017): 138. http://dx.doi.org/10.26417/ejis.v8i1.p138-147.

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This research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally

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Kobal, Darja, and Janek Musek. "Self-concept and academic achievement: Slovenia and France." Personality and Individual Differences 30, no. 5 (2001): 887–99. http://dx.doi.org/10.1016/s0191-8869(00)00081-7.

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Lay, Robert, and Julie Wakstein. "Race, academic achievement, and self-concept of ability." Research in Higher Education 22, no. 1 (1985): 43–64. http://dx.doi.org/10.1007/bf00992397.

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CANTEKİN, Ömer Faruk. "The Effects of Academic Self-concept and Organizational Factors on Academic Achievement." Bartın University Journal of Faculty of Education 9, no. 1 (2020): 26–35. http://dx.doi.org/10.14686/buefad.609672.

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University students’ achievement is influenced by a number of factors. Academic self-concept and organizational factors are among the significant ones. This study aims to investigate the effects of academic self-concept and organizational factors on university students’ achievement and to discover whether this varies according to such variables as gender, grade, place of accommodation, educational status of the parents, and preference. The sample of the study consisted of the randomly selected 450 university students attending private and state universities in provincial Ankara. The data were

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Hur, Young Ju. "The influence of other’s emotional perception competencies of teenager on academic helplessness mediated by academic achievement self-concept: Based on influenced by parents’ emotional perception competencies and achievement evaluation." Korea Association for Care Competency Education 8, no. 2 (2023): 179–98. http://dx.doi.org/10.52616/jccer.2023.8.2.179.

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The this study aims to investigate the direct impact of adolescents' competencies to perceive the emotions of others influenced by parental its on academic helplessness. Additionally, it explores whether adolescents' academic achievement self-concept, influenced by parental evaluations, mediates this relationship. To achieve this, I analyzed the structural relationships using data from the 4th wave (2021) of the Korean Children and Youth Panel Survey (KCYPS). The results of the study are as follows. Firstly, it was found that higher levels of parental competencies to perceive the emotion

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Rev., Sr. Amaka Obineli (Ph.D). "Self-Concept and Self-Esteem." Journal of Guidance and Counselling Studies 1, no. 1 (2020): 7–14. https://doi.org/10.5281/zenodo.3831429.

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An overview of the self-concept and its construction in children and adolescents is presented. The importance and educational implications of understanding the formation of the concept, and in particular self- image and self-esteem, are also considered. The benefits of self-esteem, enhancement on academic achievement, through parental and teacher influences are indicated. 

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Jang, Jin-Won, and Jae-Duck Lee. "A Latent Grow th Model Analysis on the Effect of Teacher Enthusiasm on Academic Self-Concept Mediated by Achievement Pressure." Korean Journal of Teacher Education 39, no. 4 (2023): 231–54. http://dx.doi.org/10.14333/kjte.2023.39.4.09.

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Purpose: The purpose of this study was to analyze the longitudinaleffect of teacher's enthusiasmon academic self-concept through achievement pressure using a latent growth model. Methods: The data from 5,537 students who completed the responses in all years from the 3rd to7th (2015 to 2019) data of the Korean Education Longitudinal Study2013 was analyzed. A latentgrowth model was then applied using SPSS 26 and AMOS 23. Results: First, teacher enthusiasm, achievement pressure, and academic self-concept tended to decreaseover time. Second, the initial value of teacher fever had a pos

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Benites, Rolando Manuel, Grimaneza Miguelina Fonseca Díaz, Diana Gissela Benites Fonseca, and David André Benites Fonseca. "Influence of self-concept and self-esteem on academic achievement." Salud, Ciencia y Tecnología - Serie de Conferencias 4 (March 3, 2025): 632. https://doi.org/10.56294/sctconf2025632.

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Self-concept is related to different levels: cognitive, emotional-affective and behavioral, being influenced by factors such as attitude and motivation. This perception impacts the way in which the individual values himself, affecting positively or negatively his behavior and the way he interacts with the environment. Its influence on education is reflected in students' self-confidence and academic performance. The research has a quali-quantitative, descriptive and correlational cross-sectional approach. The Self-Concept, Motivation and Learning Strategies Questionnaire was applied to universi

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Mboya, Mzobanzi M. "Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents." Perceptual and Motor Skills 87, no. 1 (1998): 155–61. http://dx.doi.org/10.2466/pms.1998.87.1.155.

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This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls

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Wang, Clare Wen, and Maureen Neihart. "Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students." Roeper Review 37, no. 2 (2015): 63–73. http://dx.doi.org/10.1080/02783193.2015.1008660.

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Sirait, Lincaria Sutismawati, Tabitha Lily, Eko Pamuji, Mutjaba M. Momin, and Surja Permana. "The Role of Self Concepts on Achieving Motivation in RSBI Students and Regular Students." Journal Didaskalia 1, no. 1 (2018): 39–44. http://dx.doi.org/10.33856/didaskalia.v1i1.56.

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Not quarantee RSBI students have good achievement in academic and be success people if they do not have motivation in it. Achievement motivation is one factor to hold academic achievement that can be influenced by student self concept. The purpose of this study was to examine the relation between self concept and achievement motivation. How percentage self concept role emerge achievement motivation. The result of this study is founded significant correlation between self concept and achievement motivation. 13,3% self concept play role in RSBI students’ achievement motivation and 35,4% in

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Sethu S. Nath and Jayaprakash R K. "Influence of academic self-concept and achievement motivation on academic resilience of higher secondary students." International Journal of Science and Research Archive 15, no. 2 (2025): 376–83. https://doi.org/10.30574/ijsra.2025.15.2.1318.

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The research sought to study the influence of Academic Self Concept and Achievement Motivation on Academic Resilience of Higher Secondary Students. A sample composed of 350 Higher Secondary Students from Pathanamthitta district of Kerala state was selected using random sampling technique. The collected data using Academic Self Concept Scale, Achievement Motivation Scale and Academic Resilience Scale were analysed using descriptive statistical techniques, percentage analysis and Regression analysis. The findings revealed that Academic Self Concept and Achievement Motivation are the significant

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Yang, Hee Yong, and Yong Han Park. "The Structural Relationships among Academic·Non-Academic Self-Concept, Achievement-related Variables, and Academic Achievement." Journal of Elementary Education 36, no. 4 (2023): 109–44. http://dx.doi.org/10.29096/jee.36.4.05.

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Seymour, Harold L. "Peer Academic Rankings and the Piers-Harris Children's Self-Concept Scale." Perceptual and Motor Skills 62, no. 2 (1986): 517–18. http://dx.doi.org/10.2466/pms.1986.62.2.517.

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Two studies are used to evaluate children's ability to rank their peers' academic achievement, their own achievement, and to see how these rankings relate to children's academic self-concept. Analysis shows that elementary-school aged children can accurately rank the achievement of their peers and themselves. Also peers' rankings for academic achievement interact significantly with children's academic self-concepts. Self-rankings and actual achievement do not. The results are discussed in terms of the importance of considering peers when evaluating a child.

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Fuadi, Anwar. "Prestasi Akademik Siswa Sekolah Menengah Pertama (SMP) Ditinjau Dari Konsep Diri Akademik Dan Kecerdasan Emosi." Alhadharah: Jurnal Ilmu Dakwah 19, no. 2 (2020): 18. http://dx.doi.org/10.18592/alhadharah.v19i2.4058.

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ABSTRACT This study aims to determine the correlation between junior high school (SMP) student academic achievement in terms of academic self-concept and emotional intelligence. The hypothesis of this study is that there is a positive correlation between academic self-concept and emotional intelligence with the academic achievement of junior high school students. Subjects in this study amounted to 193 class students, data collection was carried out using two scales, the academic self-concept scale and emotional intelligence scale and for academic achievement in the form of documentation of stu

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Jaafar, Noor Fadzliana Ahmad, Azlina Abu Bakar, Muhammad Bazlan Mustafa, and Taufiqnur Selamat. "Gender Differences in Self-Concept and Its Impact on Academic Performance Among Adolescents." International Journal of Research and Innovation in Social Science IX, no. III (2025): 4415–19. https://doi.org/10.47772/ijriss.2025.90300353.

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Self-concept plays a pivotal role in shaping individual development, especially within educational contexts, as it directly influences students’ confidence, motivation and ability to overcome challenges, thereby significantly impacting their academic performance and overall success. This study investigates the impact of self-concept on academic achievement among adolescents. A total of 464 secondary school students from Perak, Malaysia, were selected using cluster sampling. The Academic Self-Concept and Non-Academic Self-Concept scales were used as measurement instruments. Data were analyzed u

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Midkiff, Robert M., Joy Patricia Burke, Jeanne P. Hunt, and Geraldine Cain Ellison. "Role of Self-Concept of Academic Attainment in Achievement-Related Behaviors." Psychological Reports 58, no. 1 (1986): 151–59. http://dx.doi.org/10.2466/pr0.1986.58.1.151.

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Researchers have reported that self-concept serves both as an antecedent and consequence of behavior. Given self-concept's role in achievement-related behavior, we sought clarification of factors influencing children's self-concepts of academic attainment. We examined proposed linkages among self-concept of academic attainment, academic achievement, expectancy for success, and performance outcome within a causal model using path analysis. Subjects were 208 eighth-grade students. Initial self-concept of academic attainment and initial expectancy for success were measured. Students then were giv

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