The Relationship Between Self-concept and Achievement Among High School Students
The Relationship Between Self-concept and Achievement Among High School Students

Author: Catherine DeSalvo

Publisher:

Published: 1991

Total Pages: 132

ISBN-13:

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Abstract: This study provided an empirical base for looking at the relationship of self-concept with achievement in major school subjects among failing high school students. The subjects who participated in the study consisted of 50 males and 50 females ranging in age from 14 to 17 years for a total sample of 100. The sample was divided into two groups. The treatment group received a self-concept building exercise. Both the treatment and the control group took the Piers-Harris Children's Self-Concept Scale and the California Achievement Test. It was found that those subjects who were in the treatment group had a higher self-concept than those who were in the control group. There was significance at the .01 level. Self-Concept was shown to be positively related to achievement. The study implies the need for further investigation in this area, that a student's self-concept should be taken into account when looking at the issue of achievement, and that various forms of self-concept builders should be tested to see their effectiveness.

The Factors Effecting Student Achievement
The Factors Effecting Student Achievement

Author: Engin Karadağ

Publisher: Springer

Published: 2017-05-14

Total Pages: 333

ISBN-13: 3319560832

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This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.