Self-concept as a Factor in Academic Achievement
AbstractThis research presents a description of the results of the Piers-Harris Self-concept Assessment Scale (1984), applied anonymously among 300 students at a Technical Junior High School in Mexico City, for comparing with academic achievement or grade averages. To interpret the results, the questionnaires were grouped according to similar grade averages and total scores on the scale. As a result we got four sets of questionnaires, or four possible forms of perceiving academic self-concept related with grade averages. In agreement with the interpretation of the subtotal scores and items, generally talking it is possible to express that the need of social interaction; the obedience to hierarchical figures as the teacher; the vision that luckiness is related with learning; and a probable sense of helplessness or futility; mixed with political, economic, and social circumstances have influenced the attitude of Mexicans toward learning and their perceptions of academic self-concept.
May 19, 2017
How to Cite
GÓMEZ, Areopagita Yésyka Bustillos. Self-concept as a Factor in Academic Achievement. European Journal of Interdisciplinary Studies, [S.l.], v. 8, n. 1, p. 138-147, may 2017. ISSN 2411-4138. Available at: <http://journals.euser.org/index.php/ejis/article/view/2040>. Date accessed: 19 aug. 2017. doi: http://dx.doi.org/10.26417/ejis.v8i1.p138-147.
CC Attribution 4.0 International (CC BY4.0)