The relationship of self-concept of academic ability to academic achievement for Grade Eight students in six rural schools of Ferryland District.

O'Brien, Catherine Florence (1972) The relationship of self-concept of academic ability to academic achievement for Grade Eight students in six rural schools of Ferryland District. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study examined the relationship between students' self-concepts of academic ability and achievement. More specifically, it investigated the differences in academic self-concept in students with similar levels of intelligence but with different levels of achievement. The study was designed to determine whether or not self-concept of ability was a significant factor in the achievement of junior high school students, and whether or not self-concept of ability functioned independently of measured intelligence in predicting school achievement. It attempted to identify the "significant others" related to school achievement, and it investigated the relationship between a student's academic self-concept and his educational expectations. The relationship between self-concept of ability and best and least liked subjects was also explored. -- The sample used in the study consisted of 193 students of whom 97 were boys and 96 were girls. This number represented almost the total enrollment of Grade VIII pupils in Ferryland District which is a rural area on Newfoundland's southeast coast. -- Data were collected during May and June, 1971, by means of a questionnaire, a standardized intelligence test, self-concept scales, and school records. -- Descriptive and statistical analyses were made of the data collected. The statistical procedures used to test the hypotheses included the t test and Pearson product moment correlation. Partial Pearson product moment correlations were also used. -- The major findings of the study revealed that self-concept of ability was significantly related to achievement when measured intelligence is controlled. Significant differences in the mean self-concept of ability scores of over- and under-achievers were found at all intelligence levels. Differences in the self-concept scores of boys and girls were significant only at low intelligence levels. -- Parents were named by more than 99 percent of students as concerned with their school work, while teachers were mentioned by 78 percent. The mean self-concept of ability score of students who expected to attend college was significantly higher than the mean score of those who expected to complete high school. The mean self-concept of ability score was significantly higher in whatever subject the student liked best than it was in the one the student liked least. -- These findings suggest the need for parents, teachers, and school counsellors to become more aware of the fact that a student's academic self-concept is closely related to his academic achievement. His performance depends not only on how intelligent the student actually is, but also on how intelligent he thinks he is. Counsellors and teachers, when devising or implementing new programs, should take the developmental approach to education. They should concern themselves with the prevention of negative self-concepts of ability in the formative years of students through early recognition and remediation of academic deficits. A measure of success should be afforded each student, for in terms of his future education and potential a sense of confidence and assurance is an important asset. With it the child can achieve much. Without it he will be handicapped despite the presence of even above average academic ability.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/11157
Item ID: 11157
Additional Information: Bibliography : leaves 75-79.
Department(s): Education, Faculty of
Date: 1972
Date Type: Submission
Library of Congress Subject Heading: Academic achievement; Self-perception.

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