SELF –CONCEPT AND ACHIEVEMENT … present study was undertaken to study the self concept and...

International Journal of Advancements in Research & Technology, Volume 3, Issue 5, May-2014 236 ISSN 2278-7763

Copyright © 2014 SciResPub. IJOART

SELF –CONCEPT AND ACHIEVEMENT MOTIVATION OF ADOLESCENTS AND THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT Dr. Sita Chetri, Assistant professor, Harkamaya College of Education, 6th mile, Tadong,Gangtok, Sikkim , India. Email:smita.chettri@yahoo in Contact no.09434410573 Abstract

The present study was undertaken to study the self concept and achievement motivation of adolescents and their relationship with academic achievement. The sample for the investigation comprises 480 boys and girls of

class Xth

from various government and non government managed schools within

the age range of 16-17 years, from urban and rural areas. One of the findings of the

study was that non significant difference was observed in the self concept of the

student in gender, locale and management variation. The second finding was in

respect of non significant difference in achievement motivation with regard to

gender and locale variation. Another finding of the study was the significant

difference in the academic achievement of the students with regard to locale and

management variation. The study revealed significant relationship between the two

variables of self-concept, achievement motivation and academic achievement.

Key words: Self-concept, Achievement motivation, Academic achievement,

Locale, Gender and management.

INTRODUCTION

Educated manpower is the emerging need of any nation as educated and

skilled human resource is asset for any country. It becomes indispensable to

develop human resource from the early stages of human life; Children are to be set

to develop realistic aspiration encompassing their lives, education and prospects of

the future. Therefore, correlates to academic achievement draw the attention of

researches. Among the correlates at present psycho-social variables are gaining

importance. Self-concept and Achievement motivation is such a psycho-social

variable which is also responsible in a great way effecting academic achievement

in children. One of the most persistent puzzles confronting parents and teachers is

uneven academic achievement among equally able students. What factors cause

some students to go above and beyond their personal and environmental

constraints is the focal interest of current social- cognitive theories of motivation

and action.

Self concept refers to the individual’s perception or view of himself. It refers

to those perceptions, belief, feelings, attitudes, and values, which the individual

perceives about his own abilities and his status in the outer world.This self concept

is influenced by one’s physical self, personal appearance, dress and grooming by

abilities and disposition, values, beliefs and aspirations. People with good self

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concept tend to be more accepting of others. High self esteem is related to

independence and open mind. Levanway (1955) has found out people with positive

self images are all willing to accept criticism and suggestions. The gulf between a

person’s self concept and actual experiences is a chronic source of anxiety and can

even result in mental disorder. Allport (1961) described personality as the dynamic

organization with in individual of this psychological system that determines his

characteristic behavior and thought. Organisation emphasizes the patterning of the

independent parts of the personality, structure each of which has a special relation

to the whole. It points out that personality is not just a sum of traits one added to

another, but rather the different traits or manifest aspects of the personality, which

Achievement Motivation is the attitude to achieve rather than the

achievements themselves. It can be considered as extended person- intrinsic

motivation because its reinforcement is delayed. It arises from an interaction

within the person. Achievement motivation is “a pattern of planning of actions and

of feelings connected with striving to achieve some internalized standard of

excellence, as contrasted for example, will power or friendship”. Murray (1938)

described achievement motivation as a desire to accomplish something difficult, to

overcome obstacles and attain a high standard, to excel oneself. Burger (1997)

indicated that high achievers are moderate risk takers and have an energetic

approach to work. Parents with more education also have higher expectation for

their children’s education which facilitates the greater educational attainment for

their children (Alexander, Entwisle and Bedinger, 1990). Well educated parents are

involved more in their children’s education than less educated parents. Such

parental involvement in children’s education is fruitful (Hoff, 2003). The more

actively involved parents are in their children’s education, the higher their

children’s perceptions of competence and better they perform in school and

enhance their achievement motivation (Mohanty, 2007).

Academic achievement has become an index of child’s future in this highly

competitive world. Academic achievement has become one of the most important

goals of the educational process. It is also a major goal, which every individual is

expected to perform in all cultures. Academic achievement is a key mechanism

through which adolescents learn about their talents, abilities and competencies

which are an important part of developing career aspirations (Lent,et.al.,2000)

Joshi and Srivastava (2009) found out there were significant differences

with regard to academic achievement of rural and urban adolescents. Urban

adolescents scored higher in academic achievement as compared to rural

adolescents. Boys would score significant higher on self-esteem as compared to

girls. Significant gender differences were found in academic achievement. Girls

were significantly higher on academic achievement as compared to boys.

Sharma’s (2009) study found that (i) there is no significant interaction

effect of creativity, Achievement motivation, self-concept, index of Brightness and

adjustment on mean performance of academic Achievement of adolescents. (ii)

There was significant contribution of creativity, achievement motivation and index

of brightness in predicting academic achievement of adolescents. (iii)Index of

Brightness and adjustment were negatively correlated to creativity, achievement

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motivation, self-concept and academic achievement among adolescents. However,

both these variables were positively correlated to each other.

Obidigbo (2002) results indicated that significant differences were noted in

the measurement of self-concept and academic performance of students. Equally,

males found to score higher than females on the measured items.

Green et.al. (2006) causal relationship between academic self-concept,

academic motivation and its effect on academic achievement. This paper aimed to

elucidate the relationships among self-concept, motivation and academic

achievement by proposing a longitudinal design by which self-concept and

motivation were measured from a multi dimensional perspective.

Rafai (2008)’s study aimed at the relationship between self-esteem and

significant correlation differences across grade levels. Some findings with regards

to the relationship between gender, grader, grade level and interaction were noted

concerning the six individual schools represented in the sample.

Quarisy and Turki (2011) indicated that self-concept and achievement

motivation of high creative male and female adolescents is less than the low

creative male and female adolescents. Self-concept and Achievement motivation of

low creative male and female adolescents is less than the average and is greater

than the high creative male and female adolescents. Additionally, the results

indicate that achievement motivation of the high self-concept of the male and

female adolescents is greater than the average self-concept and is greater than the

low self-concept. It also indicate that the achievement motivation of low average

and high self-concept of private syllabus and state syllabus adolescent that the

achievement motivation of the higher self-concept. Total adolescents is less than

the average self-concept and is greater than the low self-concept. And the

correlation between the creativity with their physical self, social self, temperament

self, educational self, moral self, intellectual self and total self-concept of sub-

samples are not significant.

Hypotheses of the Study The hypotheses of the study were formulated in null form for empirical

verification.

Ho1 There is no significant differences in the self concept of students with

regard to gender ,locale, and impact of type of school variations.

Ho2 There is no significant difference in the achievement motivation of

secondary school students with regard to gender, locale, and type of

school variation.

Ho3 There is no significant difference in the academic achievement of students

with regard to gender, locale, and type of school variations.

Ho4 There is no significant relationship between self concept and academic

achievement.

Ho5 There is no significant relation between achievement motivation and

academic achievement.

Ho6 There is no significant relation between self concept and achievement

motivation taken together with academic achievement.

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Ho7 The high, average and low level of self concept groups do not

significantly differ with respect to their academic achievement.

Ho8 The high, average and low achievement motivation groups do not

significantly differ with respect to their academic achievement.

Ho9 The high, average and low academic achievement groups do not

significantly discriminate adolescents with regard to their self concept and

achievement motivation.

Delimitation of the Study

The sample for the study was confined to 480 secondary school leavers studying in

different schools of Sikkim.

Method of Study

The design : Normative survey method was used in the present research to

pertinent preside information consuming the current status of phenomena and to

draw valid general conclusive from the facts discovered. The method was meant

about what exists at present by determining the nature and degree of existent

conditions. Hence the design was of expost factor.

Sample:The sample for the investigation comprises 480 boys and girls of class Xth

from various government and non government managed schools within the age

range of 16-17 years, from urban and rural areas. The stratified random sampling

procedure has been adopted for the investigation.

Instruments:Two standardized tools have been used in the present investigation

for determining the performance of the responses of the predicting variables. The

criterion variable is the academic achievement. The instruments used for the

predicting variables are children’s Self-concept scale of Ahluwalia (1986) and

Achievement motivation scale of Bhargava (1994). For criterion measure, the

student’s academic achievement of final tenth class examination was considered.

Techniques of Analysis:Techniques of analysis for the present investigation

includes techniques for collection of data, scoring, interpretation of scores in

relation to the objectives stated and hypotheses formulated. Collection of data in

regards to the two predicting variables was done through administration of relevant

tools in the form of questionnaires. Responses were collected in independent

answer sheets. For scoring procedure as mentioned in the test manuals has been

followed. For interpretation of scores in all the predicting variables both

descriptive statistics and inferential statistics have been used.

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Result and Discussion

Summary of test of significance of difference between the Means of contrasts

of the sample in the scale of CSCS

Variation

Sub

samples

N

Mean

SD

SED

df

‘t’

Remarks

Gender

Boys

vs.

Girls

240

240

45.67

45.09

8.84

8.26

.781

478

.746

NS

Locale

Rural

vs.

Urban

240

240

45.63

45.13

8.28

8.82

.782

478

1.26

NS

Management

Govt.

Vs.

Non

Govt.

240

240

45.60

45.16

7.73

9.31

.782

478

0.565

NS

On perusal of the table it was evident that the obtained value of ‘t’ ratio in

case of gender variation (0.746 ) was lesser than the tabulated value (1.96) at 0.05

level of significance and for 478 degrees of freedom. Hence the ‘t’ ratios in case

of gender variations was not significant. So the null hypothesis that “there is no

significant differences in the self-concept of students with regard to gender

variations could not be rejected. No statistically significant difference between the

boys and girls subsamples on self-concept could be obtained. This result was

analysed in the context of the result under review of earlier researches and it was

observed that the result was in conformity with earlier studies conducted by Gupta

(1992), Vamerdevappa (2003), Sarsani (2007), Das (2008), Laskar (2008) and Rafi

(2008). Many of the recent researches conducted revealed non-significant

difference between boys and girls in self-concept. Hence, the investigator was

inclined to conclude that the result obtained in the present study was acceptable.

Because the present age of knowledge exploded society, people have become very

conscious and girls are in no way lagging behind the boys. Both the boys and girls

are moving in the same direction to show off themselves in their thinking and

attitude. Therefore, their self-concept revealed non-significant difference.

The ‘t’ ratio in case of locale variation(1.26) which was lesser than the

tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom was

non-significant also. Hence the‘t’ ratio in case of locale variation was not

significant. So the null hypotheses that there is no significant difference in the self

concept of students with regard to locale variation was accepted. This revealed that

there existed no significant difference in self concept of rural and urban students.

The result was in conformity with earlier studies conducted by Sarsani (2007) and

Absul and Kamble (2008). This has become so, because of the non-existent rural-

urban difference in the modern age of science and technology.

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The ‘t’ ratio in case of the management variation (0.565) was also lesser

than the tabulated value(1.96) at 0.05 level of significance for 478 degrees of

freedom. Hence the ‘t’ ratios in case of management were not significant. So the

null hypothesis that there is no significant difference in the self-concept of students

with regard to management variation could not be rejected. Therefore, no

statistically significant difference between the government and non government

subsamples could be obtained.

Main and interaction effect of the subsamples on self-concept

Source

of

variation

Sum of

Squares df

Mean

Square

F

Sig.

Remarks

Gender 40.833 1 40.833 .563 .454 NS

Locale 29.008 1 29.008 .400 .527 NS

MGMT 23.408 1 23.408 .323 .570 NS

Gender &

locale 38.533 1 38.533 .531 .467 NS

Gender

&MGMT 360.533 1 360.533 4.969 .026

S

(p <.05)

Locale

&MGMT 190.008 1 190.008 2.619 .106 NS

Gender,

locale &

MGMT

145.200 1 145.200 2.001 .158 NS

Error 34245.467 472 72.554

Corrected

Total 35072.992 479

On perusal of the table it was observed that the two groups of gender

variation, two groups of locale and two groups of management variation did not

have significant main effects. In case of interaction effect of gender and locale,

locale and management the ‘F’ ratio was also non significant. But in case of gender

and management variation the ‘F’ ratio was significant at 0.05 level being 3.86 and

the calculated value being 4.969. It was observed that the ‘F’ ratio was significant.

Therefore, the null hypothesis that there is no significant interaction effect in

between gender and management variation was rejected. But the other hypotheses

stating interaction effect between gender & locale and locale & management were

not significant. The study indicated that there existed significant difference in case

of the subsamples relating to gender and management variation. The study was in

conformity with the earlier study conducted by Laskar (2008).

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Differential Analysis on Achievement Motivation Variation

Summary of test of significance of differences between the means of contrasts

of the sample on the achievement motivation

Variation

Sub

Samples

N Mean SD SED Df ‘t’ Remarks

Gender

Boys

Vs.

Girls

240

240

18.07

18.16

4.92

4.73

0.441

478 0.208

NS

Locale

Rural

Vs.

Urban

240

240

18.39

17.83

4.73

4.91 0.56

478

1.26

NS

Management

Govt.

Vs.

Private

240

240

19.02

17.20

4.55

4.93 0.433 478 4.21

S

(Þ < .05)

On perusal of the table 19, it was evident that obtained value of ‘t’ ratio in

case of gender variation which was 0.208 was lesser than the tabulated value (1.96)

at 0.05 level of significance for 478 degrees of freedom. Hence the ‘t’ ratio in case

of gender was not significant. So the null hypothesis that there is no significant

difference in the achievement motivation of students with regard to gender

variation could not be rejected. As such no statistically significant difference

between the boys and girls subsamples on achievement motivation could be

obtained. The study was in conformity with earlier studies done by Absul and

Kamble (2008), Mohanty (1998) Mishra (2007) who have shown gender as an

intervening variable for achievement motivation.

The ‘t’ ratio in case of locale variation (1.26) was lesser than the

tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom.

Hence the ‘t’ ratio in case of locale was also not significant. So, the null hypothesis

that there is no significant difference in the achievement motivation of students

with regard to locale variation could not be rejected. As such no statistically

significant difference between the rural and urban subsamples on achievement

motivation could be obtained. This study was in conformity with earlier research

done by Absul and Kamble (2008) and Chaturvedi (2009).

But the ‘t’ ratios were significant at 0.05 level of significance in the

management variation, which was higher than the tabulated value (1.96) at 0.05

level of significance for 478 degrees of freedom. So, the null hypothesis that there

is no significant difference in the achievement motivation was rejected. This

revealed that there existed significant difference in achievement motivation of

government and private school students. The study showed that boys were more

achievement motivated oriented compared to girls. The study was in conformity

with the earlier studies done by Absul and Kumble (2008) Mohanty (2007) who

had shown management as an intervening variable for achievement motivation.

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Main and interaction effect of the subsamples on achievement motivation

Source Sum of

Squares

df Mean

Square

F

Sig.

Remarks

Gender 1.008 1 1.008 .045 .832 NS

Locale 37.408 1 37.408 1.675 .196 NS

MGMT 399.675 1 399.675 17.895 0.0001

S

p<.0.01

Gender &

locale 7.008 1 7.008 .314 .576

NS

Gender

&MGMT .208 1 .208 .009 .923

NS

Locale

&MGMT 21.675 1 21.675 .970 .325

NS

Gender ,

locale &

MGMT 161.008 1 161.008 7.209 .008

S

p < .01

Error 10541.933 472 22.335

Corrected

Total 11169.925 479

On perusal of the table it was observed that the two groups of gender

variation and locale variation did not have significant main effects, where as in

management variation the ‘F’ ratio was significant at 0.01 level of significance. In

case of interaction effect of gender and locale, gender and management and locale

and management the ‘F’ ratio was non significant. In case of interaction effect of

gender, locale and management variation the ‘F’ ratio was significant at 0.01 level

being 3.86 and the calculated value being 7.209. it was observed that the ‘F’ ratio

was significant. Therefore, the null hypotheses that there is no significant

interaction effect in between gender locale and management variation was rejected.

But the other hypotheses stating interaction effect between gender and locale and

management were not significant. The study indicated that there existed significant

difference in case of the subsamples relating to gender locale and management

variations.

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Differential Analysis on Academic Achievement

Summary of test of significance of difference between the means of contrasts

of the sample on the Academic achievement

Variation

Sub Samples

N Mean SD SED df ‘t’ Remark

Gender

Boys

Vs. Girls

240

240

57.89

59.32

13.4

13.2 1.22 478 1.172 NS

Locale Rural Vs.

Urban

240

240

56.85

60.36

12.0

14.3

0.782 478 2.894 S(þ<.01)

Management

Govt.

Vs.

Private

240

240

49.45

67.77

6.85

11.9 0.782 478 20.615 S(þ<.01)

On perusal of the table it was evident that the obtained value of ‘t’ ratio in

case of gender variation (1.17) was lesser than the tabulated value (1.96) at 0.05

level of significance and for 478 degrees of freedom. As the ‘t’ ratio in case of

gender variation was not significant, the null hypotheses that there is no significant

difference in the academic achievement of students with regard to gender variation

could not be rejected. The result was inconformity with earlier studies conducted

by Rafai (2008).

The ‘t’ ratio was significant at 0.01(2.58) level of significance in the

locale variation. The ‘t’ ratio in case of locale variation (2.894) was less than the

tabulated value (2.58) at 0.01 level of significance for 478 degrees of freedom.

Hence the ‘t’ ratio in case of locale variation was significant. So, the null

hypotheses that there does not exist significant diference in the academic

achievement of students with regard to locale variation was rejected. This revealed

that there existed significant difference in the academic achievement of rural and

urban students. The result was in conformity with studies conducted by Mohanty

(2007) Rafai (2008). Therefore the investigator desired to conclude that the urban

students displayed more achievement than that of the rural students. The study

revealed the urban people consciousness to grow in education.

The ‘t’ ratio in case of management variation (20.615) was higher than the

tabulated value (2.58) at 0.01 level of significance for 478 degrees of freedom. As

the ‘t’ ratio in case of management variation was significant, the null hypothesis

that there is no significant difference in the academic achievement of the students

with regard to management variation was rejected. This revealed that there existed

significant difference in academic achievement of government and non-

government school students. The result was in conformity with studies conducted

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by Mohanty (2007) and Rafai (2008).Therefore, the investigator desired to

conclude that the non-government students displayed more achievement than that

of the government students. In urban areas, the non-government institutions were

very popular and advanced compared to government institutions. Hence this result

was obtained.

Main and interaction effect of the Subsamples on academic achievement

Source Sum of

Squares df

Mean

Square F Sig. Remarks

Gender

245.102 1 245.102 2.784 .096 NS

Locale 1473.502 1 1473.502 16.738 .000 S þ <.01

MGMT

40278.352 1 40278.352 457.545 .000 S þ<.01

Gender&

locale 1.302 1 1.302 .015 .903 NS

Gender

&MGMT

32.552 1 32.552 .370 .543 NS

Locale

&MGMT

1980.469 1 1980.469 22.497 .000 S þ<.01

Gender ,

locale &

MGMT

20.419 1 20.419 .232 .630 NS

Error 41550.883 472 88.032

Corrected

Total 85582.581 479

On perusal of the table it was observed that the main effect of gender

variation was non significant, where as locale and management variations did have

significant effects. The ‘F’ ratio was significant at 0.01 level (critical value of ‘F’

for df (1, 479) at 0.01 level being 6.69 and calculated value being 16.738 for locale

and 457.545 for management variation). In case of interaction effect of gender,

locale and management variation it was non significant.

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Relationship Study

Coefficients of correlation between self-concept and academic achievement

Subsamples

N

Self-concept

and

Academic

achievement

Level of

Significance

Total Sample 480 0.193 S p<.01

Total Boys 240 0.113 NS

Total Girls 240 0.142 S p<0.05

Total Rural 240 0.102 NS

Total urban 240 0.140 S p<.05

Total Government 240 0.254 S p< 0.01

Total

Non Government

240 0.213 S p < .01

The ‘r’ values as presented in table 23, indicated significant relationship at

0.01 level in case of total sample and total government was well as non-

government subsamples. It was non-significant in case of boys and rural, but

significant at 0.05 level in case of girls & urban subsamples. Hence the investigator

desired to conclude that there exists positive significant relationship between self-

concept and academic achievement.

Chi-square test of independence between self-concept and academic

achievement

Self-concept

High Average Low

Total

Academic

Achievement

High

Average

Low

Total

32

34

21

87

83

105

72

260

30

68

35

133

145

207

128

480

df = 4 = 2.78 at 0.05 and 4.60 at 0.01 level of significance

χ2 = 10.77, p < 0.01.

The computed value of chi-square being 10.77 is much higher than both the

critical values of chi-square at 0.05 and 0.01 levels. Hence it is taken to be quite

significant. Consequently the null hypothesis that there is no significant

relationship between self-concept and academic achievement was rejected. Such a

result gave evidence in support of the attribute of self-concept that the predictor

differentiates the high, average and low scoring groups on academic achievement.

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Coefficient of correlation between achievement motivation and academic

achievement

Subsamples N

‘r’

Achievement

Motivation and

Academic Achievement

Level of

Significance

Total Sample 480 0.189 S p< .01

Total Boys 240 0.187 S p < .01

Total Girls 240 0.189 S p < .01

Total Rural 240 0.144 S p < 0.05

Total urban 240 0.121 NS

Total

Government 240 0.193 S p < .01

Total

Non Government 240 0.139 S p < .05

‘r’ df 478 at 0.05 = 0.088 and 0.01 =0.115

‘r’ df 238 at 0.05 =0.138 and 0.01= 0.181

On perusal of the table 25, it was observed that significant relationship was

there at 0.01 level in case of total sample, boys, girls and total government

subsamples. It was also quite evident that the ‘r’ values are significant at 0.05 level

of significance for total rural and total non - government subsample. The

investigator therefore desired to conclude that there does exist significant

relationship between achievement motivation and academic achievement

Chi-square test of independence between achievement motivation and

academic achievement

Achievement motivation

High Average Low

Total

Academic

Achievement

High

Average

Low

Total

24

59

39

122

58

102

60

220

37

68

33

138

145

207

128

480

χ2 (df = 4) 2.78 at 0.05 and 4.60 at 0.01 level of significance

χ2 = 3.394

The computed value of chi-square being 3.394 was found to be significant

at 0.05 level of significance for four degrees of freedom. Such a result gave

evidence in support of the attribute of achievement motivation that the predictor

differentiated the high, average and low scoring groups on academic achievement.

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Coefficients of correlation between self-concept and achievement motivation

Subsamples

N

Self-concept

and

Achievement

motivation (r)

Level of

Significance

Total Sample 480 0.191 S p < .01

Total Boys 240 0.143 S p<.05

Total Girls 240 0.225 S p < .01

Total Rural 240 0.131 NS

Total urban 240 0.189 S (p<.01)

Total Government 240 0.170 NS

Total

Non Government

240 0.151 S (p<.05)

r df 478 at 0.05 = 0.088 and 0.01 =0.115

r df 238 at 0.05 =0.138 and 0.01= 0.18

From the table it was quite evident that the ‘r’ values was significant in

total sample boys, girls, total urban and total non government. Hence the

investigator desired to conclude that there existed positive significant relationship

between self-concept and achievement motivation

Chi-square test of independence between self-concept and academic

achievement

Self-concept

High Average Low

Total

Academic

Achievement

High

Average

Low

Total

26

16

35

77

94

122

52

260

27

66

42

133

147

204

129

480

χ2 df = 4 ( 2.78) at 0.05 and 4.60 at 0.01 level of significance

χ2 = 32.99

The computed value of chi-square being 32.995 was much higher than both

the critical values of chi-square at 0.05 and 0.01 levels. Hence it is taken to be

quite significant. Consequently the null hypothesis that there is no significant

relationship between self-concept and achievement motivation is rejected. This

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gave evidence in support of the attribute of self-concept that the predictor

differentiates the high, average and low scoring groups on achievement motivation.

Study of Contribution of the Predicting Variables to the Criterion

Measure

Zero- order correlation between the variables

Variables Correlation co-efficient

R

Level of significance

Self-concept and

Academic Achievement

0.193 S (p < .01)

Achievement Motivation

and Academic

Achievement

0.189 S (p < .01)

Self-concept and

Achievement Motivation

0.191 S (p < .01)

r 0.05 for df 478 = 0.88

r 0.01 for df 478 = 0.115

On perusal of the above table, it was observed that the variables are having

very high and positive correlations with each other. All of them were significant at

0.01 level of significance. Therefore, the null-hypotheses formulated in relation to

the relationship between any two variables were all rejected. Relationship of self-

concept with academic achievement, achievement motivation with academic

achievement and self-concept with achievement motivation were found to be

positive and significant. The studies of Mohanty (1997), Laskar (2008) also

established strong positive relationship with self-concept and academic

achievement, studies of Mishra (2007), Bari (2008) established relationship with

achievement motivation and academic achievement. Hence the investigator was

inclined to conclude that these existed positive significant relationship between

self-concept, achievement motivation and academic achievement.

Conclusions: One of the findings of the study was that non significant difference

was observed in the self concept of the student gender, locale and management

variation. Therefore, conclusion is drawn to the effect that in spite of variations in

gender, locality and management of the institutions students didn’t have difference

in the way they look at themselves and the personality characteristics including the

cognitive structure they takes into account a set of attitudes, values that means the

personality of self –esteem, self concept and self confidence and how pupils view

themselves are all exhibited by everybody in the same quantum and same degree.

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This revealed that self concept wise all the adolescents displayed their

characteristics equally.

The second finding of the study was in respect of non significant difference

in achievement motivation with regard to gender and locale variation but

significant differences in relation to management variation therefore, conclusion is

drawn in the following way.

Students reading in non government schools by paying exorbitant fees are

well aware of the value of such expense and the need to achieve. Achievement

motivation in non government school students were less compared to the

government school students who had incurred in less education. Thus the study

purports to encourage non government students to grow as more accountability of

teachers and more dedication and devotion to duty are observed.

Another finding of the study was the significant difference in the academic

achievement of the students with regard to locale and management variation.

Therefore conclusion is drawn to encourage rural school students for higher level

of academic achievement. Urban students were exposed to modern educational

technology and modern trends in the educational set up. Such type of facilities

need to be provided to the rural schools where by the students can be imbibed to

achieve more rigorous practices in drilling exercises, revision work, expose to

modern media may be of greater help to encourage the rural students to do better.

So far as management is concerned rural schools are all government school

because of communication mode civilization rural students are deprived of

getting better facilities in schooling. Non government school in the urban area are

having mushroom growth when the community members can afford to higher

expenses in schools of their children. This aspect is not visible in rural area.

Therefore conclusion is drawn in respect of drawing the attention of government to

equip the rural schools with all sorts of facilities and fixing accountability of

teachers for exhibiting the drive for better achievement by recruiting well and

equip and efficient leaders who are resourceful and making all other resources

suitable for enhancing quality of education.

The study revealed significant relationship between the two variables of

self-concept, achievement motivation and academic achievement. The multiple co

relation was also significant. Therefore the better the self concept and more the

drive to achieve the better was the school achievement. Therefore, 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

Recommendations

The study purports to measure the contributions of the predictors to the

criterion. As such the findings provide ample scope both to the administrators and

the educationists in promoting achievement and making parents, teachers, students

and all other concerns well informed about the same. The following

recommendations have been made basing on the findings of the present

investigation. Differentiation of physical self from the external environment - The sense of

‘Bodily self’ is reflected in the general attitude of trust or mistrust, which stems

from a positive or negative sense of continuing self. So the teacher must help the

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students to with draw their attention on bodily self and concentrate on the other

aspects of external environment. This can be done by encouraging students to do

well in academic activities as well as in the non academic activities like dance,

drama, sports debates etc.

Differentiation of different categories of pupil - In a classroom all the students

do not have same level of intelligence, Same standard of academic achievement or

all are not equally good in different types of school activities. So it is the

responsibility of the teacher to identify different categories of pupil and to classify

them into different groups, which will make it easy to provide appropriate

guidance for the development of self-concept of the students.

Stress on self evaluation - Teacher should encourage self evaluation through self

rating system. Children should know the area in which they are competent and in

which they are lacking. They should know about their own interest, achievement,

intelligence so that they will try to do well.

Opportunities for development of self-esteem - The school curriculum should

provide opportunities to students for the development of self-esteem. In this

context the school should provide opportunities to make friends and should arrange

integration camps of culturally diverse students as these can only be responsible

for development of both self-esteem and language skills.

Development of achievement motivation - One of the most important

psychosocial variables of this study which is responsible more than that of the

other variables -self concept in determining the level of academic achievement is

achievement motivation. From the present study it has been found that

achievement has a perfect positive relationship with academic achievement. So in

order to raise the academic achievement of the students it is essential to develop

their achievement motivation .Therefore the situations in the home and in school

should promote the need achievement of the pupil. In the context of the result in

the present investigation the following recommendations have been made.

Emphasis on intellectual pursuit - Need achievement can be raised if the students

develop their level of intelligence. Level of intelligence can be raised by

encouraging the students to develop the problem solving ability, thinking,

reasoning etc. by participation in different activities and studying the creative work

of different persons. So far the development of achievement motivation among the

students the intellectual development should be promoted. The school should

organise different curricular and co curricular activities, like seminars, talks

delivered by the intellectuals, debates, discussions etc. and should also promote

students to gain correct and current information by studying the magazines,

newspapers, journals, periodicals.

Affectionate parental behaviour - Achievement motivation is also influenced by

the parental behaviour. Parents should be affectionate enough. They should listen

and understand all the queries, problems and needs of their children and should try

to solve them. They should encourage the children to meet each and every problem

of their life. But they should not be over affectionate which may spoil their

children.

Self actualization - Pupil of high self actualization are directed more by internal

than external self-concept compared to that of those of low self actualisation. Pupil

of high self actualization are more flexible and less rigid and do not depend upon

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seeking approval from others, more capable of accepting themselves and others

and the world around them.

Permissiveness of parents - Parents should be permissive. They should encourage

the children to know, to gain information by participating in different life

situations. They should encourage them to be flexible, fearless and perceive the

correct knowledge only after scientific and objective investigation.

Development of level of aspiration - Pupils should have high level of aspiration.

High level of aspiration is responsible for developing high need achievement. The

teacher and the parents should set high goals before the students so that they

should try to achieve them and they should develop the tendency to achieve more

and more. But care must be taken that the goals should be set up by keeping an eye

to the age, gender, intellectual standard and habitational variable or else it will

have negative impact upon the children and may block their achievement.

Reducing frustration reactions - Need achievement is also hampered by

frustration. Frustration results from repeated failure in any activities. The process

of blocking or thwarting needs causes frustration in human beings. If the children

repeatedly fail in any activities they develop frustration reactions, which block

their motive to achieve. So the children should be encouraged to develop their

patience and to continue the activity until the success is achieved.

Removal of prejudices and biases - Conservative attitudes, prejudices attached to

different situations and Objects are responsible in reducing the achievement

motivation. The attitude of the people attached with the resistance of girls

education, caste system, child marriages, preconceived ideas about the quantity and

quality of education often cause to reduce the achievement motivation in students.

So care must be taken to free the society from these prejudices and biases.

Level of concept acquisition is to be highlighted - Teacher should make the

concept clear before the students for which they are striving. Pupil should know

about the problem and prospects of the concept, the idea so that they should try in

different ways to achieve the same. So far the development of achievement

motivation the level of concept acquisition is to be highlighted.

Better scope for training for enhancing achievement motivation - Achievement

motivation can also be enhanced by properly planned training programme.

Workshop training, refresher courses, in service training courses should be

provided for the teachers to help them to equip with necessary skills and

competencies to enhance student’s achievement motivation.

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