PROFILE, SELF-CONCEPT, AND ACADEMIC ACHIEVEMENT: AN EXAMINATION OF EDUCATION STUDENTS’ SELF-CONCEPT

Özet

Abstract

This descriptive correlational study aims to find out the relationship between students’ overall self-concept and academic achievement.  It also aims to investigate whether student profiles such as age, gender, senior high school strand, alignment of strand to education course, religion, academic honors, among others, predict academic achievement. A total of 176 first and second year education students were selected as participants of the study using a universal sampling of all four sections taking up the course, Understanding the Self. At least 88% responded and completed the online survey. The instrument used in the study was the College Senior Survey, a  (Higher Education Research Institute, 2012), a portion of which measures students’ self-concept, with the following constructs: religion, physical, social, economic, esteem, academic. Since the participants surveyed were only first and second year college students, only the self-concept portion was included in the questionnaire since the original instrument was intended for senior students. Academic achievement was measures using students’ first semester average of all courses taken. Results revealed that  students perceive themselves as having average self-concept, except for social self-concept which they view as high. On the relationship between the overall self-concept and academic performance, it was concluded that there is no relationship between the two variables. And finally, certain profiles of students are good predictors of academic performance such as the type of senior high school strand, the alignment of their strand with the education course, and academic honors.  Students who have the following profiles are likely to have academic achievement. The result of this study has implications on the possible relationship of the same variables to LET performance.