The purpose of this investigation was to find out the significant relationship between Self-concept and achievement motivation of high school students and also tried to measure the self-concept and achievement motivation in relation to gender. For the purpose of the present study 400 (200 boys, 200 girls) students of high school were selected randomly from four different schools of Aligarh (UP) within the age range of 16-17 years. To assess the self concept of high school students Self-Concept Questionnaire developed by Dr. R. K. Saraswat (1984) was used which provides six dimensions viz. physical, social, intellectual, moral, educational, and temperamental as well as a total self-concept score. The achievement motivation of high school students was measured by the Achievement Motivation (n-Ach) Scale developed by Dr. Pratibha Deo and Asha Mohan (1985). Pearson’s product moment co-efficient correlation was applied to investigate the relationship between self-concept and achievement motivation; t-test was applied to see the differences between mean scores of girls and boys on self-concept and achievement motivation. One of the findings of the study showed a significant positive correlation existed between self concept and achievement motivation of high school students. Another finding of the study revealed that there was no significant gender differences existed on total self-concept, physical self-concept, intellectual self-concept, educational self-concept and temperamental self-concept. Furthermore it was found that girls and boys differed significantly on social self-concept and moral self-concept.

The intended focus of this study on the accountancy students in Pakistan is due to the pressure to excel academically combined with a heavy workload, high academic pressure and frequent examinations leads to high levels of academic burnout among accountancy students. The present study was carried out to identify the relationship between grit, academic resilience and academic burnout among accountancy students. Data was comprised of 400 accountancy students of which 202 were males and 198 females who were recruited through purposive sampling technique. Their age ranged from 19-26 years (M = 22.09; SD = 2.06). Three scales were used to collect responses from participants; Academic Resilience Scale (ARS-30) (Cassidy, 2016), Copenhagen Burnout Inventory (Campos et al., 2013) and 12-Item-Grit Scale (Duckworth et al., 2007). The correlation analysis revealed significantly positive relationship between grit and academic resilience while significantly negative correlation with academic burnout. Moreover, the linear regression analysis established grit as the strongest negative predictor of academic burnout while mediation analysis observed the role of academic resilience between grit and academic burnout. The present research is helpful in understanding the role of these variables and their impact on accountancy students. The findings of the study would help in developing effective counseling and resilience enhancement interventions to facilitate accountancy students to deal with their academic burnout.