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Title: Self-concept and academic achievement of secondary school boys in Riyadh, Saudi Arabia.
Author: Al-Maneea, Othman Abdulaziz.
ISNI:       0000 0001 3407 003X
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 1990
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The present study has set out to investigate the relationship between self-concept and academic achievement in Saudi Arabia, and to seek answers for the questions raised concerning the relationship between the self-concept variables (the independent variables), global self-concept, academic self-concept, motivation and attitude; and academic achievement (the dependent variable) as measured by examination marks at the end of the intermediate stage and the first term of the secondary stage. A stratified random sample of 536 secondary school boys from Riyadh, Saudi Arabia, was selected and a battery of measures: Harter (1985), Brookover (1965), Rosenberg (1965) Robinson (1986), Lunn (1970) and Morton-Williams (1968). The measures were translated into Arabic and modified to suit the Saudi society. They were administered and data was collected, processed and analysed using several statistical analyses such as factor analysis, correlations and regressions. Findings indicated that general self-concept has a positive, significant but rather weak relationship with academic achievement. Harter (1985) subscales of scholastic competence and conduct/morality show a significant correlation of 0.35 and 0.14. For the remaining subscales, small correlations were obtained. Academic self-concept has a much stronger and highly significant relationship with academic achievement, whether measured on the Harter or Brookover scale (0.35 to 0.40 for results of pre-achievement and 0.21 to 0.42 for post-achievement).The relationship between the self-esteem variables and academic achievement was functionally weak, replicating the great diversity of results that are reported by other studies in this context. When self-concept of academic ability (Brookover) is controlled in the relationship between the self-esteem variables (Harter and Rosenberg) and academic achievement, the correlation falls greatly to 0.004 and 0.03 respectively. The influence of self-esteem on academic achievement is therefore seen as acting through, or mediated by, academic self-concept. Achievement motivation, attitude to school and interest appear to relate to achievement but only indirectly through academic self-concept. The best predictors of academic achievement in the present study are self-concept of ability in specific school subjects (Brookover) and scholastic competence (Harter). Only 16.4% of the variance of achievement is accounted for by the self-concept of ability and this is raised to 0.18 by the addition of the variable of scholastic competence. A model was proposed by the study to ascertain the relationship between self-concept of ability and academic achievement. This relationship was assumed to be mediated by motivation and attitude. The results in general do not appear to offer support for the model and indicate that self-concept is directly related to achievement
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Psychology Psychology Education