Self-concept and academic achievement : a comparison of intellective and non-intellective variables as predictors of scholastic performance and analysis of subgroup differences in self-concept

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Helen Rogers Legette (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
W. Larry Osborne

Abstract: This study involved the examination of selected factors which influence and/or predict academic achievement. Of particular interest was the self-concept, not only as it relates to academic achievement, but also as it might vary from one sex, race, grade level (age), or socioeconomic group to another. A major focus was on the investigation of the relative value of intellective and non-intellective predictors of scholastic performance. It was hypothesized that the self-concept of academic ability would be related to scholastic performance but that neither global self-concept nor the non-academic dimensions of the self would be significantly correlated with academic achievement. Furthermore, it was hypothesized that IQ scores would be better predictors of achievement than would self-concept assessments and that there would be no significant sex, race, grade level, or social class differences in self-concept scores.

Additional Information

Language: English
Date: 1979
Prediction of scholastic success
Self-perception in adolescents
Personality and academic achievement

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