SELF-CONCEPT AND ACADEMIC ACHIEVEMENT: A CONSTRUCT VALIDATION STUDY OF THE MARSH/SHAVELSON'S MODEL AMONG SENIOR SECONDARY SCHOOL STUDENTS

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dc.contributor.authorYakasai, Muhammad Ibrahim
dc.date.accessioned2014-02-07T11:07:52Z
dc.date.available2014-02-07T11:07:52Z
dc.date.issued2000-09
dc.descriptionBeing 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)en_US
dc.description.abstractThis 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; x xi 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/677
dc.language.isoenen_US
dc.subjectSELF-CONCEPTen_US
dc.subjectACADEMICen_US
dc.subjectACHIEVEMENT:en_US
dc.subjectCONSTRUCTen_US
dc.subjectVALIDATIONen_US
dc.subjectSTUDYen_US
dc.subjectMARSH/SHAVELSON'Sen_US
dc.subjectMODELen_US
dc.subjectAMONGen_US
dc.subjectSENIORen_US
dc.subjectSECONDARY SCHOOLen_US
dc.subjectSTUDENTSen_US
dc.titleSELF-CONCEPT AND ACADEMIC ACHIEVEMENT: A CONSTRUCT VALIDATION STUDY OF THE MARSH/SHAVELSON'S MODEL AMONG SENIOR SECONDARY SCHOOL STUDENTSen_US
dc.typeThesisen_US
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