Academic Self Concept and Academic Achievement of Indian CBSE School Students

Authors

  • R. Gayatri Iyengar Department of Education, St. Vincent Pallotti College, Raipur, India
  • G. Padma Gouri Department of Education, St. Vincent Pallotti College, Raipur, India
  • Mahendra Kumar Department of Psychiatry, Pt. JNM Medical College Raipur, India
  • Yanjana Department of Psychology, MATS, University Raipur, India

DOI:

https://doi.org/10.5455/njcm.20211127044355

Keywords:

Academic Self-Concept, Academic Achievement, Relationship, Measurement model

Abstract

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, version) and JASP (Version 0.14.1).

Results: Measurement model for ASCS was excellent fit in the samples [GFI=9971, CFI=.926, TLI=.897, RMSEA=1173(90%CI: Lower-0.1019: Upper-0.1333) and SRMR=0.0445].The result of the study revealed that there was a positive relationship between academic self-concept and academic achievement(r=117) and this relationship was stronger for male students (r=0.125) than that of female students (r = .091). Academic self-concept accounted for 12.5% of the variance in the academic achievement. Moreover, gender differences in the academic self-concept of the students were also found (P= 0.01).

Conclusions: This finding suggests that students performed academically better when they had good level of academic self-concept. Female students had significantly higher academic self-concept than male students.

References

Areepattamannil S & Freeman JG. Academic achievement, academic self-concept, and academic motivation of immi-grant adolescents in the Greater Toronto Area Secondary Schools. Journal of Advanced Academics, 2008; 19(4): 700-743.

Coetzee LR. The relationship between students’ academic self-concept, motivation and academic achievement at the university of the Free State (Unpublished Master’s thesis). 2011; University of the Free State, South Africa. Retrieved from http://uir.unisa.ac.za/bitstream/handle/10500/4346/ dissertation_Coetzee_1.pdf

Kumar M & Shrivastava P. Parent child relationship and de-mographic predictors of intelligence of school going stu-dents. Journal of Indian academy of applied psychology. 2019; 45(1): 9-15.

Yanjana, Singh P. Kumar M. Behavioral Intervention with Fine Motor Training for Dysgraphia in School Going Children. Int J Cur Res Rev., 2020; 12(18); 180-188 DOI: http:// dx.doi.org/10.31782/IJCRR.2020.121827.

Kumar M, Mishra GJ, Saxena S, Singh V, Kumar M, Yanjana. Predicting effect of Personality Traits and Age on Emotional Intelligence. Indian Journal of Public Health Research & De-velopment, 2020; 11 (03); 764-769.

Shrivastava P, Mishra GJ, Kumar M. Factors of Happiness among Indian adolescents. Indian Journal of Public Health Research and Development, 2020, 11 (1); 490-494.

McEachron-Hirsch I. Student self-esteem: integrating the self. 1993; Lancaster: Technomic Publishing Company.

WigfieldA & Karpathian M. Who am I and what can I do?: Children’s self-concepts and motivation in achievement situations. Educational Psychologist, 1991; 26, 233-261.

McCoach, DB & Siegle D. The structure and function of aca-demic self concept in gifted and general education students. Roeper Review, 2003; 25(2):61-66.

Byrne BM & Shavelson RJ. On the structure of adolescent self-concept. Journal of Educational Psychology, 1986; 78, 474-481.

Cokley K. An investigation of academic self-concept and its relationship to Academic achievement in African American college students. Journal of Black Psychology, 2000; 26, 148-164.

Reynolds WM. Measurement of academic self-concept in col-lege students. Journal of Personality Assessment, 1988; 52, 223-240.

Olatunde YP. Students’ self-concept and mathematics achievement in some secondary schools in South Western Nigeria. European Journal of Social Sciences, 2010; 13(1): 127-132.

Ahmed W & Bruinsma M. A structural model of self-concept, autonomous motivation and academic performance in cross-cultural perspective. Electronic Journal of Research in Educational Psychology, 2006; 10(4):551-572.

Chapman JW & Boersma FJ. Academic self-concept in elementary learning-disabled children: Study with the student’s perception of ability scale. Psychology in the Schools, 1979; 16 (2): 201-206.

Liu, Hui-Ju Exploring changes in academic self-concept in ability grouped English classes. chang gung. Journal of Hu-manities and Social Sciences, 2009; 2(2), 411-432.

Kamble VS, Naik BA. Manual of academic selfconcept scale. Prasad Psycho Corporation. 2013: New Delhi

Büyüköztürk Ş, Akgün EÖ, Özkahveci Ö, Demirel F. GüdülenmeveöğrenmestratejileriölçeğininTürkçeformunungeçer-lilikvegüvenilirlikçalışması. KuramveUygulamadaEğitim Bilimleri 2004; 4:207-239 (Article in Turkish).

Hair FJ, Anderson ER, Tatham LR, Black CW. Multivariate Data Analysis. New Jersey: Prentice Hall, 1998.

Hoyle RH. Structural Equation Modeling: Concepts, Issues and Applications. Thousands Oaks, CA: Sage Publications, 1995.

Kline BR. Principles and practice of structural equation modeling. New York: The Guilford Press, 2005.

Hu L, Bentler PM. Cut-of criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 1999; 6: 1- 55.

Tanaka JS &Huba GJ. A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 1985; 38(2), 197-201.

Bentler PM. Comparative fit indexes in structural models. Psychological Bulletin.1990;107(2): 238-46. https://doi.org/ 10.1037/0033-2909.107.2.238.

Bentler PM &Bonett DG. Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 1980; 88(3), 588–606.

Bollen KA. Wiley series in probability and mathematical sta-tistics. Applied probability and statistics section. Structural equations with latent variables. John Wiley & Sons. 1989; https://doi.org/10.1002/9781118619179.

Kumar M & Shrivastava P. Parent child relationship and de-mographic predictors of intelligence of school going stu-dents. Journal of Indian academy of applied psychology. 2019; 45(1): 9-15.

Reynolds WM. Measurement of academic self-concept in col-lege students. Journal of Personality Assessment, 1988; 52, 223-240.

Tan JB & Yates S. M. A Rasch analysis of the Academic Self-Concept Questionnaire. International Educational Journal, 2007; 8(2), 470 - 484.

Marsh HW. Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories. Australian Journal of Education, 2004; 48, 5-26.

CokleyK. An investigation of academic self-concept and its relationship to Academic achievement in African American college students. Journal of Black Psychology, 2000 26, 148-164.

Guay F, Marsh HW& Boivin M. Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 2003; 95, 124-136.

Marsh WH, Trautwein U, Ludtke, O, Koller O, Baumert J. Aca-demic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 2005; 76(2), 397- 416.

Marsh HW & Koller O. Bringing together two theoretical models of relations between academic self-concept and achievement. In H. W. Marsh, R. G. Craven, & D. McInerney (Eds.), International advances in self research, 2003; 1, 17-45).

Yeung AS & Lee FL. Self-concept of high school students in China: Confirmatory factor analysis of longitudinal data. Educational and Psychological Measurement, 1999; 59, 431-450.

Marsh HW, Hau KT, Kong CT. Multilevel causal ordering of academic self-concept an achievement: Influence of language of instruction (English vs. Chinese) for Hong Kong students. American Educational Research Journal, 2002; 39, 727-763.

Marsh HW. Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 1989; 81(3), 417-430.

Lau S. Crisis and vulnerability in adolescent development. Journal of Youth and Adolescence, 1990; 19(2), 111-131.

Ireson J & Hallam S. Ability grouping in education. 2001; London: Chapman.

Kling KC, Hyde JS, Showers CJ &Buswell BN. Gender differ-ences in self-esteem: A meta-analysis. Psychological Bulletin, 1999; 125, 470-500.

Hossaini SM. Forecasting between self-esteem, parenting and gender among pre-university of students in Shiraz. University of Shiraz, 2002; Shiraz, Iran.

Downloads

Published

2021-12-31

How to Cite

1.
Iyengar RG, Gouri GP, Kumar M, Yanjana. Academic Self Concept and Academic Achievement of Indian CBSE School Students. Natl J Community Med [Internet]. 2021 Dec. 31 [cited 2024 Dec. 22];12(12):405-10. Available from: https://njcmindia.com/index.php/file/article/view/177

Issue

Section

Original Research Articles