A longitudinal study of adolescents’ academic self-concept and their perceptions of home environment and classroom climate (original) (raw)
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The objective of the study was to investigate the relationship between academic achievement and home environment as correlates of self-concept among the early adolescent students in secondary school. The study was carried out on 200 senior secondary students from 8 urban and semi-urban type 2 schools randomly selected from Batticaloa zone. The age ranged from between 15 and 16 years (grade 10 and 11). The results of the study revealed self-concept to be positively correlated with academic achievement (r= 0.023), though not significantly so. It is indicates that there is no significant relationship between self-concept and academic achievement among secondary school-going early adolescents. The correlation of coefficient of self-concept with control, punishment, and permissiveness components of home environment are 0.19, 0.12, and 0.09 respectively. So, there is no significant relationship between self-concept and above components of home environment among adolescents. The coefficient of correlation of self-concept with social isolation, deprivation of privileges and rejection components of home environment turned but to be -0.22, -0.26 and -0.23 respectively. It reveals that there exists significantly negative relationship of social isolation, deprivation of privileges and rejection components of home environment with self-concept. In other words, it may be inferred that for promoting higher self-concept among secondary school-going adolescent, there should be less or no use of social isolation, deprivation of privileges and rejection.
Home Environment and Academic Achievement as Correlates of Self-concept among Adolescents
2015
The present study is an attempt to explore academic achievement and home environment as correlates of self-concept in a sample of 300 adolescents. The results of the study revealed self-concept to be positively correlated with academic achievement, though not significantly so. A significantly positive relationship of home environment components of protectiveness, conformity, reward, and nurturance with self-concept is revealed, thereby meaning that use of rewards and nurturance from parents should be done for positive self-concept development among adolescents. However, the correlation of social isolation, deprivation of privileges and rejection components of home environment is significantly negative with self-concept among adolescents indicating that for positive self-concept development among adolescents, there should be less or no use of social isolation, deprivation of privileges and rejection. The study has implications for educationists and parents as well. I.
Present study was undertaken to assess and compare the academic performance and self-concept of adolescents studying at Government Inter Colleges of Uttarakhand. District Udham Singh Nagar and District Pithoragarh were purposively selected as representative of most advanced and underdeveloped districts of Uttarakhand. Sample for the study was drawn from 21 Government schools located in developed areas of District Udham Singh Nagar and remote areas of District Pithoragarh. The criteria used for determining developed and remote areas was the availability of health care, education, communication facilities and connectivity to big cities. Sample of the study comprised of 319 randomly selected adolescents of IX standard. Self-designed socio-demographic questionnaire was used to assess socio-demographic characteristics and self-concept of respondents was assessed through Sharashwat's Self-concept overall self-concept of students who got I division was also significantly higher than others. Comparison of self-concept of adolescents of different academic performance categories across their place of residence showed that adolescents of developed areas who got I Division marks had significantly high physical and overall self-concept than adolescents of remote areas who got I Division marks. No significant differences were found in the self-concept of adolescents who got II or III Division or who got failed.
International Journal of Environmental Research and Public Health, 2022
Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish contex...
Study of Self-Esteem and Academic Achievement in Relation to Home Environment Among Adolescents
2021
Self-esteem plays an important role in disorders related to human’s psychology. Self-esteem is a basic need of human as it is pre-requisite for motivation. It boosts up the morale of human being as it builds up positive self-image and positive attitude. A good education system provides student basic knowledge and learning skills to all the students regardless of their age, sex, class, caste, religion or region. It helps us to know the student’s performance and the challenges which he is facing during his educational course. It focuses on academic and co-curricular activities in an educational environment. Further, home environment has a huge influence on the development of adolescent. If a sense of security is infused, it will lead to his overall wellbeing. It is a system in which the behaviour and relationships of all the family members are dependent upon each other. A home environment which stimulates the adolescent from time to time helps him to be a better person. The sample of ...
A STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO HOME ENVIRONMENT OF SECONDARY SCHOOL STUDENTS
Parents are an essential part of their Childs environment. Adults need to have a positive view of them (self concept) and serve as role model for their children. Self awareness is another key part of child's development. This is why the parents' ability to provide wings is so important. In order to succeed, children need to gain confidence in their abilities and gain a sense that they can do things on their own. The precious time between birth and maturity gives parents many opportunities to balance roots and wings. Parents can lead the way in providing experiences that enhance their children view of themselves. This way parents can builds self esteem in their children and themselves in order to improve the quality of their lives and strengthen family relationship. Home environment not only influences the academic achievement but also affects the mental condition of a child. On one hand, congenial home environment supports a child to maintain a good mental health and uncongenial home environment forces her to develop several unpleasant mental conditions, like, tension, anxiety, stress etc., which leads to her poor academic performance. Home environment are often directly connected to academic achievement
Greener Journal of Social Sciences, 2014
The subject of low academic achievement appears to gain centre stage. Literature has documented the importance placed by society on high academic achievement. Various reasons have been advanced for the causes of low academic achievement. The list is endless. The study sought to investigate the relationship between school location, type and type of attendance and self-concept and academic achievement. Pearson's Correlation Coefficient was used to compute the results of a 1281 sample of secondary school learners in different school types and of varying academic ability. Results showed that there was a positive and significant correlation between school type, location and type of attendance with self-concept and academic achievement. The study concluded that school location and type were important considerations whenever placing a child. Furthermore boarding schools appeared to have significant advantages in terms of academic achievement and self-concept development. Further research was needed to uncover the characteristics and practices of schools that yielded positive results for children.
Factors Affecting Teenagers ’ Adjustment in Educational Institutions and Home Environment
2015
Present study aims to investigate the determinants of the factors affecting the adjustment of teenagers at school and home. For any growing child the school and home play a major role in fulfilling its growth needs, since growth is dependent upon these immediate environments. Using the cross sectional data, collected through the questionnaire, of 60 students of age 16 years to 19 years from various public and private schools. Collected data was as analysed with the help of various statistical tests. The results reveal the positive and significant association among the adjustment and the indicators of both school and home environment. The overall highest value of correlation coefficient is found to be .505 for toilet facility while the lowest value is .231 for communication gap with parents. The role of parents’ education, age and gender is also crucial. The study also shows that mostly students are facing home sickness while they are in schools. The teacher’s attitude and school env...
Academic Self-concept and Educational Attainment Level: A Ten-year Longitudinal Study
Self and Identity, 2004
The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary school as predictors of children's educational attainment level in young adulthood within a ten-year longitudinal design. Participants (254 girls, 211 boys) were three cohorts of students in Grades 3, 4, and 5 from ten elementary schools. Results from structural equation modeling revealed that academic self-concept predicted educational attainment level ten years later over and above prior achievement. Moreover, this pattern of results was invariant across cohorts. In addition, regression analyses based on a restricted sample (n = 243) indicated that the academic self-concept/educational attainment level relation was still significant while controlling for family SES, family structure (single parent vs. two parent family), and academic achievement. Discussion focuses on the theoretical and practical implications of the results.