A critical study investigating the relationship between pupils’
academic self-concept and their academic achievement
James Daly
(PGCE General Primary, 2011-2012)
email: jjd100@hotmail.co.uk
Abstract
The study investigates the relationship between pupils’ academic self-concept and their academic achievement. Research suggests that there is a positive relationship between the two variables and the study tests this hypothesis. The small-scale research was conducted with Year Four pupils in a Norfolk school. Pupils’ academic self-concept was measured using the Self Description Questionnaire I which recorded results numerically and pupils’ levels in numeracy and literacy were the measures of academic achievement. Statistical analysis was then used to assess whether there was a significant relationship between the variables, and pupils were interviewed individually in an attempt to help explain the discovered relationships. The research analysis found positive correlation and a significant relationship between pupils’ academic self-concept and their numeracy achievement. However, the relationship between pupils’ academic self-concept and their literacy achievement did not reach statistical significance and although positive, the correlation was small and weak. The semi-structured interviews suggested that these relationships existed because pupils had a more accurate view of their numeracy abilities compared to their literacy abilities.
Copyright: © 2013. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)
The full paper is available for download as a pdf file : 175-194-dalyj
Citation: Daly, James. (2013) 'A critical study investigating the relationship between pupils’
academic self-concept and their academic achievement ' Journal of Trainee Teacher Educational Research, Volume 4 pp.175-194 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])