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Academic Self Concept as a Correlate of Academic Performance of Final Year Students Faculty of Health Sciences and Technology UNEC.

CHAPTER ONE

 INTRODUCTION

 Background to the study
 Education in every human community is an indispensable instrument for human progress and empowerment. Any nation that lacks sound educational culture and philosophy stands the risk of decay because education plays vital roles in overall development of a country. Education creates a society that is dynamic and productive offering opportunity and fairness to all citizens of a country (Adeyemi & Adeyemi, 2014). Students with higher levels of academic performance at the university are more likely to obtain good employment (Coetzee, 2011) and it promotes success later in life (Areepattamannil & Freeman, 2008). However literature reports that academic performance of the undergraduate Nigerian students is declining (Egbule, 2006; Ugoji, 2008; Nnamani, Dikko & Kinta, 2014) and researchers have long been interested in exploring variables that affect academic performance of learners. Some of these variables include students’ interest, study habit, home environment and parental support (Adeyemi & Adeyemi, 2014). There are many personality variables that have been implicated to affect student’s academic performance either positively or negatively, self concept is one of them (Wilson 2009). Self concept is a general view about oneself across various sets of specific domains and perceptions based on self knowledge and evaluation of values formed through experiences in relation to one’s environment (Ayodele 2011). Self concept is associated with a wide range of performance indicators (Gemeay, Behilak, Kanona & Mansour 2013). These include sets of characteristics, attributes, qualities and deficiencies, capacities and limits, or values and relationships that the individual knows to be descriptive of him/her self and which he/she perceives as data concerning his/her identity. Self concept is not innate, it is formed through an individual’s experiences and interaction with the environment (Soheila, Seyed & Alireza, 2015), and where significant others play an important role (Gmeay et al 2013). General self concept is divided into academic and non academic self concept. The non academic self concept include physical, social and emotional self concept (Sanchez & Roda, 2012). Hence academic self concept is a sub domain of an individual general self concept. More contemporary researches in the field of self concept have been directed towards academic self concept and its development (Trautwein, Ludtke, Koller & Baumert, 2006; Coetzee, 2011; Matovu 2012). Ahmed and Bruinsma (2006) are of the opinion that although general self concept is important in an academic context, various studies have found academic self concept to be a better predictor of achievement (Coetzee 2011; Matovu 2014). Academic self concept is referred to as an individual’s perception about their academic aptitude in a particular academic field (Flowers, Raynor & White 2013). Liu and Wang (2005) defined academic self concept as how a student views his/her academic ability when compared with other students. Students attach a lot of attitudes, feelings and perceptions relative to one’s intellectual or academic skills. Academic self concept is referred to as a person’s self evaluation regarding specific academic domains or abilities (Trautwein, et al. 2006; Qalavand, Srarvazad, Kalanzadeh, Bakhtiarvand & Roshani, 2013). Kaba and Talek (2015) pointed out that academic self concept involves a description and an evaluation of one’s perceived academic abilities and encompass beliefs of self worth associated with one’s perceived academic competence. They explained that students compare their own performance with that of their classmates. This implies that students’ academic self concepts are determined by their perceptions of their academic ability in an area as well as their assessment of their academic standing relative to their classmates. Importantly, Academic Self Concept (ASC) is formed and developed through interactions with a student’s significant others (i.e., parents, teachers or peers) and therefore is dynamic as a student progresses through schooling (Qalavand et al 2013). Tiedemann (2000) suggests that ASC begins to develop in early childhood, from age 3 to 5, due to parental or family and early educators’ influence, while other researchers contend that ASC does not develop until age 7 or 8, when children begin evaluating their own academic abilities based on the feedback they receive from parents and teachers (Leflot, Onghena & Colpin 2010). According to Wilson (2009), by age 10 or 11 children view their academic abilities by comparing themselves to their peers. Guay Rattelle, Soy and Litalien (2010) opined that as students grow older academic self concept becomes stable. Liu and Wang, (2005) posited that academic confidence and academic efforts are constructs of ASC. Academic confidence assesses students’ feelings and perceptions about their academic competence. Academic effort assesses students’ commitment, involvement and interest in school work (Tan & Yates, 2007). The importance of academic self concept stems from

Project detailsContents
 
Number of Pages99 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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