Relationships between self-concept and achievement |
| |
Authors: | In-Sub Song John Hattie |
| |
Affiliation: | Kong-Ju National Teachers'' University, Kong-Ju, Korea;Centre for Behavioural Studies, University of New England, Armidale, New South Wales, Australia |
| |
Abstract: | This study is based on a multifaceted and hierarchical model of self-concept and explores the relationships between the various facets of self-concept and academic achievement. The model of self-concept has general self-concept at the apex, then academic self-concept, presentation of self, and social self-concept. There are 7 third-order factors: achievement, ability, and classroom self-concepts (academic), physical self-concepts (social). Further, there are four specific-subject and peer and family self-concepts (social). Further, there are four specific-subject self-concepts. The argument proposed in this study is that the relations between achievement and the facets of academic self-concept are greater than the relations between achievement and presentation of self and social self-concept. This argument is not rejected. Adolescents consistently evaluate themselves across various academic subjects, but there are no relationships between achievement and other aspects of the self. |
| |
Keywords: | Send requests for reprints to Dr. John Hattie Department of Behavioural Studies University of New England Armidale New South Wales Australia. |
本文献已被 ScienceDirect 等数据库收录! |
|