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1 Volume 4 Issue 12 August 2017 International Journal of Informative & Futuristic Research ISSN: Effects of Self-Concept and Achievement Motivation on Academic Achievement of High Paper ID IJIFR/V4/ E12/ 038 Page No Subject Area Education Key Words Self- Concept, Achievement Motivation, Locale, Gender Dr. Md. Mahmood Alam Assistant Professor, Department of Education, MANUU College of Teacher Education, Sambhal Uttar Pradesh Abstract The present study was conducted to investigate self concept and achievement motivation as predictors of academic achievement among high school students. Descriptive survey method of research was used for collecting the data using Self- Concept Scale by Ahluwalia (1986) and Achievement Motive Test (ACMT) developed by V.P. Bhargava (1994).Sample included 300 randomly selected students of X th class from various government and private schools at Darbhanga town (Bihar). Descriptive, correlational and inferential statistics were used to compute correlations and to compare the means between the groups. Findings of the study revealed that (1) there is significant positive relationship between (a) self- concept and academic achievement (b) selfconcept and achievement motivation (c) achievement motivation and academic achievement (2) there is no significant difference between boys and girls with respect to their self- concept and academic achievement (3) there is significant difference between boys and girls with respect to their achievement motivation (4) there is significant difference between rural and urban students with respect to their self- concept and achievement motivation, however (5) no significant difference is noticed with respect to their achievement motivation. It is recommended that similar research with appropriate methodology & design and diverse data may be used to ascertain the degree of conformity which this research has on the above said variable, namely, self- concept and achievement motivation. This study suggests that school students should be encouraged to develop their self concept and an atmosphere of need to achieve may be created in students for greater academic achievement. This work is published under Attribution-NonCommercial-ShareAlike 4.0 International License 8642

2 I. INTRODUCTION Educated and skilled human resource is the emerging need of the time and asset for any country. It becomes indispensable to develop human resource from the beginning of life. Children are to be set to develop realistic aspiration encompassing their lives, education and prospects of the future. To begin with, increasing students' academic achievement has been considered to be one of the most important ways of increasing national competitiveness needed for national development. Therefore, correlates to academic achievement draw the attention of researches. Among the correlates at present psychosocial variables are gaining importance. Self-concept is such a psycho-social variable which is also responsible in a great way effecting academic achievement in children. The study of self-concept has awakened growing interest in psychological research of recent years. Self-concept is considered to comprise various dimensions, areas or facets, some of which are more related to certain personality aspects (physical, social, emotional), while others appear to be more linked to academic achievement (in different areas and subjects). Motivation, on the other hand, is another internal condition that stimulates, direct and maintains behavior. Motivating students to learn in school is a topic of great concern for educationist today. Motivating students so that they can succeed in school is one of the greatest challenges today. People in who need for achievement is strong, seek to become accomplished, and to improve their task performance. They are task-oriented and prefer to work on tasks that are challenging and on which their performance can be evaluated in some way, either by comparing it with other people s performance or in terms of some other standards, Achievement is task-oriented behaviour that allows the individual s performance to be evaluated according to some internally or externally imposed criterion, that involves the individual in competing with others, or that otherwise involves some standards of excellence (Smith, 1997; Spence and Helmreich, 1983). Achievement motivation can be seen in many areas of human behaviour, on the job, in homemaking, or athletic competition. Andrews (1967) and Raynor (1970) stated that an individual who have high in achievement motivation tend to get higher grades in school, earn more rapid promotions, and attain greater success in running their own businesses than persons low in such motivation. Therefore achievement motivation has been considered as an important concept in the dynamics of human behavior. According to Deci and Ryan (2000) motivation is greatly appreciated because of the consequences it produces. The attitude that is often used in conjunction with motivation to achieve is self concept, or the way one thinks about oneself to perform a task successfully. There is considerable evidence to support the contention that positive academic self-concept contributes to academic achievement by enhancing the motivation to achieve. This study proposes to explore student achievement motivation, their self concept and how these factors impacts learning and achievement. 8643

3 II. CONCEPTUAL FRAMEWORK i.) Self-Concept: Concept and Definitions Self-concept is an individual's awareness of her/his own identity. There are three aspects of this concept: self-image (of what the person is), ideal self (what the person wants to be) and self-esteem (what the person feels about the discrepancy between what s/he is and what s/he would like to be) (Lawrence, 1996). According to Hattie (1992), Self-concept has typically been defined in terms of the cognitive appraisal one makes of the expectations, descriptions, and prescriptions that one holds about one s self. Huitt (1998) also added that, self-concept is a person s perceptions of his or her own strengths and weaknesses. In the words of Sood (2006) Self-concept is the sum total of person s perceptions about his /her physical, social, temperamental and academic competence. It covers beliefs, convictions and values the person holds. It also includes attitudes of himself or herself as a person, his/her worth, his or her right to have his/ her own feelings and thoughts and making his /her own decisions. Baumeister (1999) defines self-concept as "the individual's belief about himself or herself, including the person's attributes and who and what the self is". ii.) Achievement Motivation: Concept and Definitions Achievement motivation typically refers to the level of one s motivation to engage in achievement behaviors based on the interaction of such parameters as need for achievement, expectancy of success, and the incentive value of success. Achievement motivation can, therefore, be defined as the striving to increase or to keep as high as possible, one s own capabilities in all activities in activities in which a standard of excellence is thought to apply and where the execution of such activities can, therefore either succeed. According to McClelland et al. (1953) Achievement motivation is the positive and negative effects aroused in situations involving competition with certain standards of excellence where performance in such situations can be assessed as success or failure. In general achievement motivation is expectancy of finding satisfaction in mastery of difficult and challenging performance whereas in the field of education in particular it stands for the pursuit of excellence. Operationally, it is defined as a disposition to strive for success in competition with others with some standard of excellence, set by the individual. For this study the achievement motivation refers to scores on Achievement Motive Test (ACMT) by V.P. Bhargava (1994). iii.) Academic Achievement: Concept and Definition Academic achievement occupies a very important place in education as well as in the learning process. It is influenced partly by the individual s ability to adjust to his environment, partly by his special abilities, intelligence and aptitude which are an integral part of his personality and partly by the intensity of drives and motives which serve as the impelling force for his activities. Academic achievement, according to Good (1955), is defined as knowledge attained or skills developed in the school subjects, usually designed by test scores or by marks assigned by teachers, or by both. Thus, academic achievement refers to the degree of level of success and that of proficiency attained in 8644

4 some specific area concerning scholastic and academic work. In the present study academic achievement refers to the aggregate marks obtained by the secondary school students in their annual examination. III. REVIEW OF THE RELATED LITERATURES Mishra (1992a) in his study observed that children with a high self-concept have high achievement motivation which significantly contributed to their academic achievement. Skaalvik and Valas (1999) examined the relations among self concept, achievement motivation and academic achievement in Mathematics and language arts. The longitudinal study found that self concept do not affects motivation or achievement. Krishnamoorthy (2003) studied the relationship between achievement motivation, interest and achievement and found that relationship between achievement motivation and academic achievement are significant and positive. Muckleroy (2005) analyze the achievement scores, grades and self concept of gifted students for differences between females and males and to observe relationship between self concept and achievement. Major findings were (a) there was a significant relationship between student self concept and yearly grade averages (b) there was no significant differences in self concept between the genders. Sood (2006) reported that subjects who had high achievement motivation had a high academic self-concept. Rao (2007) found no significant difference between boys and girls with regard to achievement motivation level. Adsul and Kamble (2008) investigated the effects of gender, economic background and caste differences on achievement motivation possessed by college students. The result showed that male students have high achievement motivation than female students. Liu & Zhu (2009) found significant differences in achievement motivations of male and female senior high school students, male students have higher achievement motivations than female students. Awan, Noureen and Naz (2011) conducted a study that aimed to examine the achievement and its relationship with achievement motivation and self concept. The results revealed that achievement motivation and self concept are significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. Lawrence, A.S.A. and Vimala, A. (2013) examined a relationship between Self-concept and Achievement Motivation of High. Finding shows that (i) there is significant relationship between the self-concept and achievement motivation of high school students. (ii) there is significant difference between boys and girls in case of self- concept of high school students favouring girls.(iii) there is significant difference between boys and girls in terms of achievement motivation of high school students favouring girls again. Benipal, A.S. and Singh, J. (2014) conducted a study on academic achievement of adolescents in relation to their perception of classroom environment in Punjab. Finding reveal that academic achievement of urban student is greater than that of rural students and in the favour of male adolescents of urban school adolescent. Emannuel et al. (2014) investigated the relationship between achievement motivation, academic self-concept and academic achievement of high school students. The study also revealed a significant correlation between self-concept and academic achievement. 8645

5 Again, there was a positive relationship between achievement motivation and academic achievement but the correlation was not significant. Sikhwari, T.D. (2014) conducted a study of the relationship between motivation, self-concept and academic achievement of students at a university in Limpopo Province, South Africa. The study revealed that achievement motivation has significant and positive impact on academic performance. Chetri, S. (2014) conducted a study to examine achievement motivation of adolescents and its relationship with academic achievement. The finding of the study revealed non - significant difference in achievement motivation with regard to gender and locale. Vijaykumari and Rekha (2014) noted that is no remarkable difference in the motivation level of urban and rural students. Rumi, G. (2014) attempted to study self-concept, academic achievement and achievement motivation of the students. The result was reported to be non-significant in case of academic achievement and achievement motivation so far as gender is concerned. Chamundeswari, S. et al. (2014) conducted a study on self-concept, study habit and academic achievement of students. The results showed boys and girls do not differ significantly with regard to self- concept. Agarwal, M. and Teotia, A.K. (2015) reported a significant difference in self- concept of rural and urban samples favouring the later. Rathee (2016) found urban students to be better achievement motivated in comparison to their rural counterparts. Since no conclusive result is observed from the study of the review of related literature on the selected variables therefore, it is necessary to carry out further research to confirm the effect of interaction of locale and gender on self- concept and achievement motivation of high school students. IV. NEED OF THE STUDY The study is significant because the results may generate useful knowledge and understanding of the relationship between the students self-concept, achievement motivation and academic achievement. Researches indicate that individuals with positive views of themselves strive for success to keep that positive outlook. On the other hand, individuals with weak or negative self-appraisals are more likely to view themselves as incapable of success in attaining desired goals (Tabone, 2011). Steinke (2010) also noted that pupils who possess a good self-concept are actively engaged in school, which leads them to be more successful than those who do not feel capable. Because of that, understanding how these concepts interact and relate to students' academic achievement may provide information that helps to improve students' achievement. The result of this study is likely to rescue those students who may be victims of their own negative beliefs about themselves. Hence it becomes very essential for the researches to ascertain the influence of self-concept and achievement motivation on the academic achievement of students. Hence, the investigators felt the need to select this vital area for the present investigation. V. OBJECTIVES 8646

6 In the light of the review of the literatures, the present investigation was conducted with the following objectives: 1. To study the relationship between self- concept, achievement motivation and academic achievement of high school students. 2. To compare boys and girls (both rural and urban) on the measure of self- concept, achievement motivation and academic achievement. VI. HYPOTHESES Based on the review of literature and aforementioned objective the present study formulated the following hypotheses: H 1. There is no significant relationship between self- concept and academic achievement of high school students. H 2. There is no significant relationship between achievement motivation and academic achievement of high school students. H 3. There is no significant relationship between self- concept and achievement motivation of high school students. H 4. There is no significant difference between boys and girls on the measure of selfconcept. H 5. There is no significant difference between boys and girls on the measure of achievement motivation. H 6. There is no significant difference between boys and girls on the measure of academic achievement. H 7. There is no significant difference between rural and urban high school students on the measure of self- concept. H 8. There is no significant difference between rural and urban high school students on the measure of achievement motivation. H 9. There is no significant difference between rural and urban high school students on the measure of academic achievement. VII. DELIMITATIONS The study was delimited to i.) Secondary school students studying in X th only. ii.) A sample size of 300 only. iii.) Self- concept and achievement motivation as the independent variables. iv.) Academic achievement as dependent variable. v.) The tools used to gather data were: Self- concept Scale by Ahluwalia (1986) Achievement Motive Test (ACMT) by Bhargava (1994). VIII. METHODOLOGY This study utilized survey techniques due to its descriptive nature. This section is comprised of sample, research tool and procedure of the data collection. 8647

7 1. Sample The present study was conducted on a representative sample of 300 X th class students randomly selected from government and private schools of Darbhanga town. The ages of the students ranged from 15 to 16 years. 2. Tools Used The researcher used the following tools for collecting the data to study the research in hand. 3. Children Self- Concept Scale (CSCS) by Ahluwalia (1986) Children s self-concept scale has been constructed and standardized by S. P. Ahluwalia (1986). It is verbal paper-pencil test and contains six sub-scales, namely, Behaviour, Intellectual and school status, Physical appearance and attributes, Anxiety, Popularity, Happiness and satisfaction. The total self-concept score can be obtained by adding scores of all the six sub-scales, which can used as a total self-concept score. The maximum score for the scale can be 78 whereas the minimum score can be zero. A high score on the scale is presumed to indicate a favorable self-concept. Test-retest reliability, as reported by the author, is.88. The validity for different sub-scales varies between.540 to.384 which is significant beyond.1 levels. 4. Achievement Motive Test (ACMT) by Bhargava (1994). Achievement motive test constructed by V.P. Bhargava (1994) was used in the present study. It is a sentence completion test and it has 50 incomplete sentences. Each item has three alternatives and respondents have to select one alternative by putting tick mark. Test-retest reliability is 0.91 and validity index of this test is The score on the scale range from above 23 which mean high achievement motivation and from below 11 which mean low achievement motivation. 5. Procedure of Data Collection The researcher collected the data personally with prior permission of the schools and concerned teachers. The administration of the tools viz., Ahluwalia s Children Self- Concept Scale (CSCS) (1986) and Bhargava s Achievement Motivation Test (ACMT) (1994) were completed following the instructions given by the respective authors of the tools. 6. Analysis of the Data Keeping in view the objectives as well as design of the study, coefficient of correlation and t test were used for the analysis of the data. Pearson s Coefficient of Correlation was computed to analyze the relationships. Mean, Standard Deviation and t test were used to find the significance of difference between the means. IX. RESULTS AND DISCUSSION 1. Correlation of Self- Concept, Achievement Motivation and Academic Achievement. 8648

8 The study was conducted to ascertain the extent of relationship between dependent variable (Academic Achievement) and independent variables (Self- Concept and Achievement Motivation)) using Pearsons Product Moment Coefficient of Correlation. Results of the correlation are presented in Table No.1 H 1. There is no significant relationship between self- concept and academic achievement of students. H 2. There is no significant relationship between achievement motivation and academic achievement of students. H 3. There is no significant relationship between self- concept and achievement motivation of students. Table -1: Correlation between the Select Variables of Students at the High School Level Variables Self- Achievement Academic Concept Motivation Achievement Self-Concept (.01) (.01) Achievement * Motivation (.01) Academic * * 1 Achievement Perusal of table-1 depicts that there is a significant positive relationship between selfconcept and academic achievement. It means that better the students self- concept and more the drive to achieve the better the academic achievement. The reason for students positive self- concept resulting into better academic achievement may be due to creation of supportive environment by the parents for their children to continuously improve their self-concept which would promote higher academic achievement. This result is in consonance with the findings of Zsolnai (2002), Muckleroy (2005) and Emannuel and others (2014). Thus the hypothesis 1 (H 1 ) is rejected and it is reframed as there is significant relationship between self- concept and academic achievement of students. The significant positive relationship (table -1) between achievement motivation and academic achievement of students might be due to their beliefs that tasks are worthy and valuable and as such they are more concerned with cognitive activities and use more cognitive and monitoring strategies. This energizes, directs and sustains behaviour toward a goal (Baron and Kenny, 1986). This may have positive effect on self-discipline and self-concept which positively affect academic achievement. This result is consistent with a research by Sikhwari, T.D. (2014). Thus the hypothesis 2 (H 2 ) is rejected and it is concluded that there is significant relationship between achievement motivation and academic achievement of students. Further, perusal of table-1 establishes that there is a significant proportional relationship between self- concept and achievement motivation of students. This result signifies that positive self- concept may contribute to good achievement motivation by student s optimistic personal expectations about himself or herself. As Franken (1994) stated that there is a great deal of research which shows that the self-concept is, perhaps, the basis 8649

9 for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behaviour. As Franken (1994) stated that there is a great deal of research which shows that the self-concept is, perhaps, the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behaviour. Findings of the present study that self-concept has positive relationship with achievement motivation of high school students is consistent with the findings of the study conducted by Lawrence, A.S.A. and Vimala, A. (2013). Thus the hypothesis 3 (H 3 ) is rejected and it is concluded that there is significant relationship between self- concept and achievement motivation of students. 2. Comparison of boys & girls on the selected variables The comparison of the samples on the selected variables was done by testing the significance of difference between their means by using t-tests. The results are presented in the following tables. H 4. There is no significant difference between boys and girls on the measure of selfconcept. H 5. There is no significant difference between boys and girls on the measure of achievement motivation. H 6. There is no significant difference between boys and girls on the measure of academic achievement. Table -2: Comparison of Boys and Girls on the Selected Variables Variables Boys (150) Gender Girls (150) M 1 σ 1 M 2 σ 2 t - value Self- Concept (N.S.) Achievement Motivation (.01) Academic Achievement (N.S.) Table-2 presents mean scores of boys and girls for self- concept, achievement motivation and academic achievement. Perusal of table-2 reveals non- significant result in case of boys and girls on the measure of self- concept. Gender is found to be ineffective in case of self-concept. This result may be attributed to the changing socio-cultural scenario where both the sexes are provided similar experiences of success and growth of confidence to boost their self- confidence. This result is in consonance with studies of Muckleroy (2005) and Chamundeswari, S. et al. (2014). Hence the formulated null hypothesis 4 (H 4 ) is accepted and concluded that there is no significant difference between boys and girls on the measure of self- concept. Further, in case of achievement motivation, the calculated t- value is found to be 5.17 which is significant at.01 level of significance. This means there exists a significant 8650

10 difference between boys and girls on the said variable favouring the former. It can, thus, be inferred that boys are more oriented towards achievement motivation in comparison to girls. This significant result favoring boys might be due to their better socialization process and strength of motive to achieve. This result is in agreement with the research of Liu & Zhu (2009) and Adsul and Kamble (2008). Hence the null hypothesis 5 (H 5 ) is rejected and it may be reframed as there is significant difference between boys and girls on the measure of achievement motivation. Non-significant result in case of boys and girls on the measure of academic achievement may be due to the changing cultural scenario where non preferential attitudes are adopted towards children and equal opportunities are provided to boys and girls irrespective of their sexes. This result is in consonance with study of Rumi, G. (2014). Hence the formulated null hypothesis 6 (H 6 ) is accepted and concluded that there is no significant difference between boys and girls on the measure of academic achievement. 3. Comparison of rural & urban on the selected variables The comparison of the samples on the selected variables was done by testing the significance of difference between their means by using t-tests. The results are presented in the following tables. H 7. There is no significant difference between rural and urban girls on the measure of self- concept. H 8. There is no significant difference between rural and urban on the measure of achievement motivation. H 9. There is no significant difference between rural and urban on the measure of academic achievement. Table -3: Comparison of Rural and Urban on the Selected Variables Variables Rural (150) Locale Urban (150) M 1 σ 1 M 2 σ 2 t - value Self- Concept ` (.05) Achievement Motivation (N.S.) Academic Achievement (.05) On perusal of table 3 it is found that the calculated t-value is significant at.05 level of significance favouring urban students on the measure of self- concept. The possible reason of this may be that urban families in general and parents in particular establish an environment in which the child can form and develop his or her positive self-concept. They help their children in developing the vision of effective self by giving them the required feedback. This result is in the conformity with the finding of Agarwal, M. and Teotia, A.K. (2015). Thus the hypothesis 7 (H 7 ) is rejected and it is reframed as there is significant difference between rural and urban students in respect of their self- concept. 8651

11 Further, in case of achievement motivation, the calculated t- value is found to be 1.40 which is non- significant. So the null hypothesis 8 (H 8 ) that there is no significant difference between rural and urban on the measure of achievement motivation is accepted. The significant difference at 5% level favouring urban students on the measure of academic achievement may be attributed to their better quality of education and availability of facilities, opportunities and exposure to test their intellect and utilize their talents which help them in better academic accomplishment. The rural students, on the other hand, have the vulnerable aspiration level due to isolation and geographical and cultural context of their community (Haller & Virkler, 1993). This finding is in agreement with the finding of Benipal, A.S. and Singh, J. (2014). Thus the hypothesis 9 (H 9 ) is rejected and it is reframed as there is significant difference between rural and urban students in respect of their academic achievement. X. CONCLUSION The findings of this study justify the importance of self-concept and achieve motivation to academic achievement. It is important to note that self-concept and achievement motivation cannot be treated as separate entities, but as an interdependent collective. It is therefore necessary to give adequate attention to the enhancement of self-concept and motivation when offering psycho educational interventions in order to improve academic performance of students. The results of this study could proffer guidance to academic planning especially in coordinating academic and non-academic activities to improve academic achievement and to boost students with low self-concept. It is recommended that school administrators and teachers organize activities to improve student positive self-concepts. Praises and constructive feedback help increase the student self-concept. It is therefore suggested that an exposure to self-esteem enhancement programmes and enhancement in positive self concept should be made to change students perceptions of themselves leading to an improvement in motivational level and learning outcomes. The parents as well as the education authorities should engage in programmes that can motivate the students to improve their academic performance. In short we may conclude in the words of Cassidy (2000) who asserts that achievement motivation appears to take on an important role in terms of the development of identity. This identity may improve the perceptions of students about themselves and about their academic competence. XI. REFERENCES [1] Adsul, R.K. and Kamble, V. (2008), Achievement Motivation as a Function of Gender, Economic Background and Caste Differences in College Students, Journal of the Indian Academy of Applied Psychology, 34 (2), [2] Agarwal, M. and Teotia, A.K. (2015), Academic Achievement and Self-Concept of Secondary Level Students, International Education &Research Journal, 1(3), [3] Ahluwalia, S.P. (1986), Children s Self-Concept Scale, National Psychological Corporation, Agra, U.P. 8652

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13 [23] Raynor, J.O. (1970), Relating Hips between Achievement Related Motives, Future Orientations, and Academic Performance, Journal of personality and Social Psychology, [24] Rumki, G. (2014), Study on Self-Concept, Academic Achievement and Achievement Motivation of the Students, IOSR Journal Of Humanities And Social Science (IOSR- JHSS), 19(5), [25] Sikhwari, T.D. (2014), A Study of the Relationship between Motivation, Self-Concept and Academic Achievement of Students at a University in Limpopo Province, South Africa, Int J Edu Sci, 6(1), [26] Skaalvik, E. M., and Valas, H. (1999), Relations among Achievement, Self- Concept, and Motivation in Mathematics and Language Arts: A Longitudinal Study, The Journal of Experimental Education, 67, [27] Sood, P. (2006), Educational Choices in Relation to Academic Stress, Achievement Motivation and Academic Self- Concept, Journal of Community Guidance and Research, 23 (2), [28] Steinke, D. P. (2010), The Relationship of Self- Concept and Academic Engagement to each other and to School Outcomes of Students with Disabilities (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No ) [29] Tabone, F. N. (2011), Academic Self-Concept, Self-Efficacy, and Achievement among Students with and without Learning Disabilities (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. TO CITE THIS PAPER Alam, M.M. (2017) :: Effects of Self-Concept and Achievement Motivation on Academic Achievement of High International Journal of Informative & Futuristic Research (ISSN: ), Vol. (4) No. (12), August 2017, pp , Paper ID: IJIFR/V4/E12/038. Available online through