Students’ Academic Self-Concept: A Founding Strategy in Learning Process

Abstract

Educators expect that the students perform optimally in order to support the achievement of learning objectives. However, they need to reflect the internal and external environments created to support the direction of the totality of students or vice versa. This study reports a qualitative investigation concerning to strategies that train the development of students’ academic self-concepts during the learning process. There were four sixth semester students of Physical Education, Health, and Recreation program who are willing to be actively involved in sharing their learning experiences, including: 1) Lodolaleng D, 2) Lassa YY, 3) Nalle FJB, and 4) Nama LR (M = 21.5 years). Researchers used participation observation techniques, in-depth interviews, field notes, and focus group discussions when collecting data. The results proved the students’ academic self-concept is trained using six strategies, including: 1) Logical consequences, 2) Challenging responsibilities, 3) Dynamic expression media, 4) Solution-based feedback, 5) Direct evaluation of learning outcomes, objective, and transparent, and 6) Integrating thoughts and behaviors that motivate.

Effects of coaching on wellbeing, perception of inclusion, and study-interest

“…Academic self-concept concerns self-evaluation, self-perception of academic attitude and behaviour, and has two dimensions: change (flexibility to adapt) and stability (relatively stable psychologically) (Supervía et al, 2020). Although the potential effects of a coaching intervention on students' perception of inclusion have not been studied extensively, coaching among target groups in vocational education has been found to support a safe and inclusive learning environment (Christensen et al, 2021), and stimulate students' academic self-concept (Blegur et al, 2018).…”

Significance of intra-personal intelligence and academic self-concept as predictors of metacognition

“…After conducting an exploratory study using participant observation methodologies, Blegur et al (2018) identified six tactics that can be used to teach students academic self-concepts during the learning process: 1) through the establishment of logical consequences that allow students to evaluate their own beliefs and efforts critically; 2) through the assignment of challenging responsibilities; 3) through the provision of dynamic expression media that empower students to think critically; 4) through the provision of solution-based feedback that motivates students to work hard; 5) through the practice of transparent evaluation of learning outcomes that allow students to feel good about their academic performance; and 6) through the integration of positive motivational thoughts that guarantee equal opportunity for all. Ajmal and Rafique (2018) found that students in the Rawalpindi region who were enrolled in Master of Education programs for one year or Bachelor of Education programs for 1.5 years had higher levels of academic self-concept as judged by the Liu and Wang (2005) academic self-concept scale.…”

Effect of reciprocal teaching strategy on physics student’s academic self-concept

“…It has been discovered that a child who feels himself to be confident performs well academically. A child who believes worthless is less confident and may not achieve their full potential [42]. Students with poor academic confidence have lower academic skills when they start college, are less interested and have more transition issues [43].…”