An Analysis of Students’ Academic Self-Concept in English as Predictor of Their Academic Performance

Abstract

The main concern of the current work was to analyze the academic self-concept (ASC) of students in English as a predictor of their performance. For this purpose, overall, 288 students representing both genders enrolled in grade 10 were the respondents of the study. A Likert scale method was administered to find students’ extent of academic self-concept to further correlate it with their obtained marks in English in the final exam of the 9th class. A demographic-based analysis was conducted under both descriptive and inferential statistics. Mean score, Standard Deviation, Pearson’s Product Moment Correlation Coefficient, Independent sample t-test, and ANOVA were the major data analysis techniques involved in the analysis carried over SPSS. After analysis, a positive and significant relationship was explored between these two variables. The gender-based difference in both variables was found to be insignificant. A reasonable extent of the self-concept of respondents was also evident. The study concludes that a conducive learning environment is provided to students in academic courses and subjects keeping in view their academic self-beliefs so that they may enable themselves to identify their potential, goals, and ambitions for that particular subject and ultimately excel in it. Undoubtedly, students’ healthy self-concept stimulates them for high-level performance.