An Analysis of Students’ Academic Self-Concept in English as Predictor of Their Academic Performance

Abstract

The main concern of the current work was to analyze the academic self-concept (ASC) of students in English as a predictor of their performance. For this purpose, overall, 288 students representing both genders enrolled in grade 10 were the respondents of the study. A Likert scale method was administered to find students’ extent of academic self-concept to further correlate it with their obtained marks in English in the final exam of the 9th class. A demographic-based analysis was conducted under both descriptive and inferential statistics. Mean score, Standard Deviation, Pearson’s Product Moment Correlation Coefficient, Independent sample t-test, and ANOVA were the major data analysis techniques involved in the analysis carried over SPSS. After analysis, a positive and significant relationship was explored between these two variables. The gender-based difference in both variables was found to be insignificant. A reasonable extent of the self-concept of respondents was also evident. The study concludes that a conducive learning environment is provided to students in academic courses and subjects keeping in view their academic self-beliefs so that they may enable themselves to identify their potential, goals, and ambitions for that particular subject and ultimately excel in it. Undoubtedly, students’ healthy self-concept stimulates them for high-level performance.

Effect of Teacher’s Feedback on Self-Concept of Students at Secondary Level

“…It was concluded that academic self-concept is related to academic achievement (Zahra, Asif, & Yousaf, 2010). Similarly, another study demonstrated that both selfconcept and academic achievement complement each other also among students at higher education levels (Deeba & Shah, 2016). So, this research study is of paramount importance in exploring the relationship between two variables in our cultural context and then employing the findings for the betterment of the academic as well as non-academic life of our youth.…”

“…At this time, the identifications of earlier childhood will be re-shaped or discarded to resolve confusion and fragmentation about the self (McAdams, 2010), and individuals move towards the creation of a stable and positive self-concept to support the transition to adulthood. The self-concept among the students is also found in Pakistani literature to be associated with academic achievement (Deeba & Shah, 2016;Zahra et al, 2010). The aforementioned research also indicates that feedback from significant others greatly influences the self-concept (Manning, 2007) and teachers hold a significant position in a student's life.…”

The Self-Concept and Its Relationship with Parental Socialization and Environment in Primary School Students

“…It is worth mentioning that this questionnaire has been previously used in research conducted by Martínez et al [27], García Ponce and Gómez-Mármol [28] and Huamán-Chura [29]. Additionally, Deeba, Saleem and Ulla [30] used a Likert scale method to find students' extent of academic self-concept to further correlate it with their obtained marks in English.…”

Research on Student Behavior Analysis and Grade Prediction System Based on Student Behavior Characteristics

“…Su has effectively improved the data processing algorithm on the basis of machine learning and neural network algorithm to improve the accuracy of learning achievement prediction [14]. To improve students' academic performance, Deeba et al analyzed the self-concept of English majors in detail, thus providing help for improving students' self-concept and achieving effective prediction of performance [15].…”