The Potential of Academic Self-Concept for Academic Achievement
Bibliographic record
Abstract
Man often becomes what he believes himself to be, said Mahatma Gandhi. The power of human thought has long been explored. Buddha, for example, said as early as 6.B.C. that the mind is everything and that one becomes what one thinks. The works of Bandura in recent times have highlighted the power of human thoughts on behaviours. The potential of human thoughts on one's behaviour and on one's life in general has lead to a plethora of exploration within both mainline and popular psychology. In this regard, this experimental study explores the power of academic self-concept on the academic achievement of students.The power ofacademic self-conceptSelf-concept is a general view about oneself and one's abilities in varied domains of one's life (Eccles, 2005). It is multifaceted, hierarchical, organized and structured, descriptive and evaluative, stable, and yet highly situation specific (Frazier, 2009; Shavelson, Hubner & Stanton, 1976). Academic self-concept, one of the several facets of the multi-dimensional self-concept, refers to a person's self-evaluation regarding one's ability in academic domains (Trautwein, et al. 2006). In other words, academic self-concept refers to specific attitudes, feelings and perceptions about an individual's intellectual or academic abilities, and subsequent beliefs and feelings regarding the academic setting (Lent, Brown & Gore, 1997).Various studies show that students' academic self-concept shape their efforts in academic work, their adjustment in school, and academic achievement. Students with high academic self-concept obtained higher grades (Guay, Ratelle, Soy, & Litalien, 2010). Academic self-concept shaped academic success as it is related to motivation and engagement (Guay et al., 2010; Akey, 2006). Students with low academic self-concept had less motivation for learning and were prone to poor academic performance (Liu, 2009), while students with high academic self-concept were more prone to be autonomously motivated at school and in its activities (Guay et ah, 2010). As per the level of engagement, students with high academic self-concept manifested greater energy for performance and mastery of their schoolwork over their classmates (Skaalvik, et ah, 1994). In contrast, students with low or negative academic self-concept shied away from academic tasks and opportunities (Williams & Williams, 2010). Academic self-concept shaped not only a student's choice of activities but also the amount of effort applied and the level of persistence in the work. A study among Canadian students found that academic self-concept did not only determine school achievement, but also served as a more effective discriminator between low and high ability students (Liu, 2009).Academic self-concept and academic achievement is found to fuel each other in a circular fashion- a classical feedback loop. Students who have less satisfying academic performance developed less positive academic confidence, which in turn, lead to lower academic self-concept (Marsh & Craven, 2006). A longitudinal study using five waves of data from the Youth in Transition (YIT) database on lOthgrade boys in U.S. public high schools checked reciprocal effects among academic self-concept, self-esteem, academic achievement, and post-secondary educational attainment (Marsh & O'Mara, 2008). Consistent with the reciprocal effects model of Marsh and Craven (2006), the study found positive reciprocal effects between academic self-concept and academic achievement. Academic self-concept is also found to be closely connected to positive emotional state (Akey, 2006).Given the crucial role of academic self-concept in academic behaviours, academic choices, educational aspirations and academic performance, various researchers continue to explore it further. In this regard, this study aims to explore the same in a Higher Secondary School ( 10th& 11th standard) context in Dindigul, Tamil Nadu, because of the demands a higher secondary student has for performance, and the lack of research in this topic in Dindigul area. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".