Relationship between Self Concept and Academic Achievement among Secondary School Students in Zaria Education Zone, Kaduna State, Nigeria
Keywords:
Secondary School Students, Academic Achievement, Self ConceptAbstract
The study employs ex-post facto experimental design to examine the relationship
between self concept and academic achievement among secondary school students
in Zaria Education Zone of Kaduna State, Nigeria. Four research questions and
four hypotheses were formulated to guide the study. The population of this study
comprises all secondary school students in Zaria Education Zone of Kaduna
State. Stratified random sampling technique was employed to select 6 secondary
schools in the study area. These include two each from boys, girls and mixed
secondary schools respectively. A total population of 420 students made up the
sample of the study. Mean, Pearson r and t-statistics were used to analyze the
data. The findings reveal among others that self concept correlates positively
with academic achievement, though the correlations were generally low for all
the groups. From the results, it is observed that the female students have higher
self concept than their male counterparts. Hence, equal learning environment to
enhance academic achievement with respect to gender is recommended among
others.
References
Abdullahi, Y. B. (1992). A study of the relationship between adolescent’s self concept and academic performance in schools. Unpublished M.Ed thesis submitted to Ahmadu Bello University, Zaria.
Bandura, A. (1997). Self-efficacy: Towards a unifying theory of behavioural changes. Psychological Review, 84, 191-215.
Bloom, B. S. (1976). Human Characteristics and School Learning. New York: Mc-Graw Hill.
Craven, R. G. Marsh, H. W. and Debus, R. L. (1991). Effects of Internally Focused Feedback and Attributions on Enhancement of Academic Self Concept. Journal of Educational Psychology, 83, 17-27.
Erickson, E. H. (1956) Childhood and Society. New York: Norton
Finkelstein, R. and Gaier, M. (1983). Self concept and esteem. Retrieved on 13/10/13 from http//wwwfindarticles.com
James, W. (1890). Self Theory. New York: McGraw Hill
Kerlinger, F. N. (1973). Foundation of Behavioural Research (2nd ed). New York: Holt, Rinehart and Winston.
Marsh, H. W. and O’neil, R. (1997). Seperation of Competency and Affective Components of Multiple Dimensions of Academic Self Concept: A Developmental perspective. Merill Palmer Quarterly, 45, 567-601.
Mussen, P. (1973). The Psychological Development of the child. New York: Prentice Hall
Purkey, W. W. (1976). Self Concept and School Achievement. New Jersey: Prentice-Hall.
Rosenberg, M. and Gaier, M. (1976). Conceiving the Self. New York: Basis Books.
Shavelson, R. J. and Bulus, R. (1982). Self Concept: The Interplay of Theory and Method. Journal of Educational Psychology, 32,195-208
Scheiver, M. A. and Krant, R. E. (1979). Increasing Educational Achievement via Self concept change. Educational Research Review, 49 131 -150
Yakasai, M. I. (2000). Self-Concept and Achievement: A construct validation study of the Marsh & Shavelson model among senior secondary students. Unpublished Ph.D thesis submitted to Ahmadu Bello University, Zaria.
Zimmerman, B. J. (2002). Self Regulated learning and Academic Achievement. Theory Research and Practice. New York: Springer Verlag
