Self-concept among students with different levels of academic achievement

Zeba, Mateja. (2006). Self-concept among students with different levels of academic achievement. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Kuterovac Jagodić, Gordana].

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Abstract

The aim of this study was to examine differences in the dimensions of self-concept among students with different levels of academic achievement. Subjects (N=308) were second-grade students from four different Zagreb highschools. The results in different dimensions of self-concept, measured on the S. Harter "Self-Perception Profile for Children" (1985), have been compared for each of the three groups, where the subjects were grouped according to their level of academic achievement (group 1- students with low academic achievement, students who fail to finish the grade; group 2- students with average academic achievement, students who finish the grade with marks C or D; and group 3- students with good academic achievement, students who finish the grade with marks A or B). Analysis of variance has proved that, according to their level of school-success, students differ in dimensions of scholastic competence (where statistically, the students from the most successful group, achieve considerably better results) and behavioural conduct (where statistically, the students from the weakest group achieve considerably lower results compared to the two more successful groups). On the dimensions of social acceptence, athletic competence, physical appearance and global self-worth are not found statistically signifficant differences among the three groups. According to gender, statistically, the subjects differ considerably in the dimensions of behavioural conduct (where statistically, girls achieve much higher results than boys) and in the dimensions of athletic competence and physical appearance (where male subjects achieve higher results). Data analysis has not shown any statistically relevant interaction among the variables used.

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