Relationships between academic achievement and self‐concept

Alvord, David J.; Glass, Lynn W.

doi:10.1002/sce.3730580206

Cited by 11 publications

(4 citation statements)

References 4 publications

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“…Significant (p < .05) correlations reported in a number of such studies range roughly from +.18 to +.50 (obviously the n's varied) (Alberti;' Bledsoe, 1967;Brookover and Thomas, 1964;Caplin, 1969;Cole, 1974;Epps, 1969;Gustafson and Owen;" Green and Zirkel;" Linton;" Lekarczyk and Hill, 1969;Peper and Chansky, 1970;Piers and Harris, 1964;Primavera, Simon and Primavera, 1974;Simon and Simon, 1975;and Spaulding"), Also in general, correlational investigations typically yield higher significant correlations (p < .05) between self-concept of academic ability and achievement, than between general self-concept and achievement. Correlations reported range roughly from +.27 to +.70 (Alvord and Glass, 1974;Binder, Jones and Strowig, 1970;Brookover and Thomas, 1964;Busk, Ford and Schulman, 1973;Caplin, 1969;Epps, 1969;Joiner, Erickson, Crittenden and Stevenson, 1969;Jones, 1974;Jones and Grieneeks, 1970;Jones and Strowig, 1968;Linton;" and Sears"). Significant positive correlations between general self-concept or selfconcept of academic ability and academic achievement, however, are not always found.…”

Section: Associational Studies Of Relationships Between General Self-mentioning

confidence: 90%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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The research on relationships between general self-concept and school achievement and between self-concept of academic ability and school achievement was reviewed. Findings are now sufficient to indicate that school achievement is "causally predominant" over self-concept of academic ability.Demographic research in regard to differences relating to sex, socio-economic status, ethnicity, race, birth order, and age was also examined. Few demographically based conclusions were found to be warranted. The primary contributing factors to self-concept of academic ability are hypothesized to be the child's actual achievement or ability; the social feedback from significant others about that achievement, dissonances between that feedback and the actual ability, and the child's comparison group.

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Section: Associational Studies Of Relationships Between General Self-mentioning

confidence: 90%

General Self-Concept, Self-Concept of Academic Ability and School Achievement: Implications for “Causes” of Self-Concept

West¹,

Fish²,

Stevens³

1980

Australian Journal of Education

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show abstract

“…These are summarized in Table 11. Three studies considered measures of academic self-concept (Alvord & Glass, 1974;Raven & Adrian, 1978;Mancini, 1972), one study looked at reported persistance, and another (Soh, 1973) considered general, need achievement motivation. Of these studies relating student self-concept to science learning, only one study (Raven & Adrian, 1973) especially looked at students' concept of their ability in science, as opposed to general academic self-concept.…”

Section: Student Motivationmentioning

confidence: 99%

A synthesis of social and psychological influences on science learning

Kremer

Walberg

1981

Science Education

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“…Motivating students becomes an important point of consideration in order to be able to overcome the difficulties that can be faced during science education. Research has shown that motivation affects students' academic success in the classroom (Alvord & Glass, 1974;Bart, 1978, Pintrich & De Groot, 1990Trumper, 1995). Atay (2014) has found that individuals' purposeful participation in the learning process positively affects learning and students become more successful in learning scientific knowledge.…”

Section: Introductionmentioning

confidence: 99%