SELF-CONCEPT AND ACADEMIC ACHIEVEMENT: A CONSTRUCT VALIDATION STUDY OF THE MARSH/SHAVELSON'S MODEL AMONG SENIOR SECONDARY SCHOOL STUDENTS
SELF-CONCEPT AND ACADEMIC ACHIEVEMENT: A CONSTRUCT VALIDATION STUDY OF THE MARSH/SHAVELSON'S MODEL AMONG SENIOR SECONDARY SCHOOL STUDENTS
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Date
2000-09
Authors
Yakasai, Muhammad Ibrahim
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Abstract
This research was intended to present a construct validation study of the
academic self-concept structure posited in Marsh/Shavelson (1985) Model.
Specifically, the study was designed to integrate Senior Secondary students' selfperceptions
of specific academic subjects into the Marsh/Shavelson (1985) model;
and to explore the relationship between students' academic self-concept and
academic achievement. The sample of the study comprised of 384 (220 males and
164 females) students from 9 Senior Secondary Schools (level II) selected from 3
states: Jigawa, Kano and Katsina. Academic self-concept was measured using two
different instruments: Academic Self-Description Questionnaire (ASDQ) and
Success Expectation on Defined Problems (SHDP) all adopted from Marsh
(1990a) and Skaalvik (1990), respectively. Correlational analysis was employed to
test the hypotheses of the study. The major findings of the study are summarised
as follows:
a) Students' self-perceptions were clearly integrated into the self-concept
hierarchy as components of second order factors - Science - Academic, Arts -
Academic, and Technical Academic;
b) Additional second order factor - Technical - Academic self-concept was
revealed and accounted for the relationships among technical academic
subjects;
c) A third order general academic self-concept was clearly defined and correlated
significantly with second order factors - Science - Academic, Arts -
Academic, and Technical Academic;
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d) There is significant relationship between the academic self-description of the
students and their success expectation on defined academic problems (tasks);
e) Significant relationship exist, between students academic self-concept and
academic achievement — however, the relationship tend to be specific rather
than general;
f) The academic self-concept structure and academic self-concept — Academic
Achievement relationship are different for boys and girls; and
g) There is a significant difference between academic self-concept of students
identified as having special education needs and those not so identified.
In view of these findings, recommendation for practice and further studies
were suggested.
Description
Being a research dissertation submitted to the Department of Education,
Ahmadu Bello University, Zaria in partial fulfillment for the requirements for
the award of Doctor of Philosophy (Education Psychology)
Keywords
SELF-CONCEPT, ACADEMIC, ACHIEVEMENT:, CONSTRUCT, VALIDATION, STUDY, MARSH/SHAVELSON'S, MODEL, AMONG, SENIOR, SECONDARY SCHOOL, STUDENTS