Ijoart: Key Words: Self-Concept, Achievement Motivation, Academic Achievement, Locale, Gender and Management

International Journal of Advancements in Research & Technology, Volume 3, Issue 5, May-2014 236
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SELF CONCEPT AND ACHIEVEMENT MOTIVATION OF ADOLESCENTS

AND THEIR RELATIONSHIP WITH ACADEMIC ACHIEVEMENT
Dr. Sita Chetri,
Assistant professor,
Harkamaya College of Education,
th
6 mile, Tadong,Gangtok, Sikkim , India.
Email:smita.chettri@yahoo in
Contact no.09434410573
Abstract
The present study was undertaken to study the self concept and
achievement motivation of adolescents and their relationship with academic
achievement. The sample for the investigation comprises 480 boys and girls of
class Xth from various government and non government managed schools within
the age range of 16-17 years, from urban and rural areas. One of the findings of the
study was that non significant difference was observed in the self concept of the
student in gender, locale and management variation. The second finding was in
respect of non significant difference in achievement motivation with regard to
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gender and locale variation. Another finding of the study was the significant
difference in the academic achievement of the students with regard to locale and
management variation. The study revealed significant relationship between the two
variables of self-concept, achievement motivation and academic achievement.
Key words: Self-concept, Achievement motivation, Academic achievement,

Locale, Gender and management.
INTRODUCTION
Educated manpower is the emerging need of any nation as educated and
skilled human resource is asset for any country. It becomes indispensable to
develop human resource from the early stages of human life; Children are to be set
to develop realistic aspiration encompassing their lives, education and prospects of
the future. Therefore, correlates to academic achievement draw the attention of
researches. Among the correlates at present psycho-social variables are gaining
importance. Self-concept and Achievement motivation is such a psycho-social
variable which is also responsible in a great way effecting academic achievement
in children. One of the most persistent puzzles confronting parents and teachers is
uneven academic achievement among equally able students. What factors cause
some students to go above and beyond their personal and environmental
constraints is the focal interest of current social- cognitive theories of motivation
and action.
Self concept refers to the individuals perception or view of himself. It refers

to those perceptions, belief, feelings, attitudes, and values, which the individual
perceives about his own abilities and his status in the outer world.This self concept
is influenced by ones physical self, personal appearance, dress and grooming by
abilities and disposition, values, beliefs and aspirations. People with good self
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concept tend to be more accepting of others. High self esteem is related to

independence and open mind. Levanway (1955) has found out people with positive
self images are all willing to accept criticism and suggestions. The gulf between a
persons self concept and actual experiences is a chronic source of anxiety and can
even result in mental disorder. Allport (1961) described personality as the dynamic
organization with in individual of this psychological system that determines his
characteristic behavior and thought. Organisation emphasizes the patterning of the
independent parts of the personality, structure each of which has a special relation
to the whole. It points out that personality is not just a sum of traits one added to
another, but rather the different traits or manifest aspects of the personality, which
Achievement Motivation is the attitude to achieve rather than the

achievements themselves. It can be considered as extended person- intrinsic
motivation because its reinforcement is delayed. It arises from an interaction
within the person. Achievement motivation is a pattern of planning of actions and
of feelings connected with striving to achieve some internalized standard of
excellence, as contrasted for example, will power or friendship. Murray (1938)
described achievement motivation as a desire to accomplish something difficult, to
overcome obstacles and attain a high standard, to excel oneself. Burger (1997)
indicated that high achievers are moderate risk takers and have an energetic
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approach to work. Parents with more education also have higher expectation for
their childrens education which facilitates the greater educational attainment for
their children (Alexander, Entwisle and Bedinger, 1990). Well educated parents are
involved more in their childrens education than less educated parents. Such
parental involvement in childrens education is fruitful (Hoff, 2003). The more
actively involved parents are in their childrens education, the higher their
childrens perceptions of competence and better they perform in school and
enhance their achievement motivation (Mohanty, 2007).
Academic achievement has become an index of childs future in this highly
competitive world. Academic achievement has become one of the most important
goals of the educational process. It is also a major goal, which every individual is
expected to perform in all cultures. Academic achievement is a key mechanism
through which adolescents learn about their talents, abilities and competencies
which are an important part of developing career aspirations (Lent,et.al.,2000)
Joshi and Srivastava (2009) found out there were significant differences
with regard to academic achievement of rural and urban adolescents. Urban
adolescents scored higher in academic achievement as compared to rural
adolescents. Boys would score significant higher on self-esteem as compared to
girls. Significant gender differences were found in academic achievement. Girls
were significantly higher on academic achievement as compared to boys.
Sharmas (2009) study found that (i) there is no significant interaction
effect of creativity, Achievement motivation, self-concept, index of Brightness and
adjustment on mean performance of academic Achievement of adolescents. (ii)
There was significant contribution of creativity, achievement motivation and index
of brightness in predicting academic achievement of adolescents. (iii)Index of
Brightness and adjustment were negatively correlated to creativity, achievement

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motivation, self-concept and academic achievement among adolescents. However,

both these variables were positively correlated to each other.
Obidigbo (2002) results indicated that significant differences were noted in

the measurement of self-concept and academic performance of students. Equally,
males found to score higher than females on the measured items.
Green et.al. (2006) causal relationship between academic self-concept,
academic motivation and its effect on academic achievement. This paper aimed to
elucidate the relationships among self-concept, motivation and academic
achievement by proposing a longitudinal design by which self-concept and
motivation were measured from a multi dimensional perspective.
Rafai (2008)s study aimed at the relationship between self-esteem and
significant correlation differences across grade levels. Some findings with regards
to the relationship between gender, grader, grade level and interaction were noted
concerning the six individual schools represented in the sample.
Quarisy and Turki (2011) indicated that self-concept and achievement

motivation of high creative male and female adolescents is less than the low
creative male and female adolescents. Self-concept and Achievement motivation of
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low creative male and female adolescents is less than the average and is greater
than the high creative male and female adolescents. Additionally, the results
indicate that achievement motivation of the high self-concept of the male and
female adolescents is greater than the average self-concept and is greater than the
low self-concept. It also indicate that the achievement motivation of low average
and high self-concept of private syllabus and state syllabus adolescent that the
achievement motivation of the higher self-concept. Total adolescents is less than
the average self-concept and is greater than the low self-concept. And the
correlation between the creativity with their physical self, social self, temperament
self, educational self, moral self, intellectual self and total self-concept of sub-
samples are not significant.
Hypotheses of the Study

The hypotheses of the study were formulated in null form for empirical
verification.
Ho1 There is no significant differences in the self concept of students with
regard to gender ,locale, and impact of type of school variations.
Ho2 There is no significant difference in the achievement motivation of
secondary school students with regard to gender, locale, and type of
school variation.
Ho3 There is no significant difference in the academic achievement of students
with regard to gender, locale, and type of school variations.
Ho4 There is no significant relationship between self concept and academic
achievement.
Ho5 There is no significant relation between achievement motivation and
academic achievement.
Ho6 There is no significant relation between self concept and achievement
motivation taken together with academic achievement.

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Ho7 The high, average and low level of self concept groups do not
significantly differ with respect to their academic achievement.
Ho8 The high, average and low achievement motivation groups do not
significantly differ with respect to their academic achievement.
Ho9 The high, average and low academic achievement groups do not
significantly discriminate adolescents with regard to their self concept and
achievement motivation.
Delimitation of the Study
The sample for the study was confined to 480 secondary school leavers studying in
different schools of Sikkim.
Method of Study
The design : Normative survey method was used in the present research to
pertinent preside information consuming the current status of phenomena and to
draw valid general conclusive from the facts discovered. The method was meant
about what exists at present by determining the nature and degree of existent
conditions. Hence the design was of expost factor.
Sample:The sample for the investigation comprises 480 boys and girls of class X th
from various government and non government managed schools within the age
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range of 16-17 years, from urban and rural areas. The stratified random sampling
procedure has been adopted for the investigation.
Instruments:Two standardized tools have been used in the present investigation
for determining the performance of the responses of the predicting variables. The
criterion variable is the academic achievement. The instruments used for the
predicting variables are childrens Self-concept scale of Ahluwalia (1986) and
Achievement motivation scale of Bhargava (1994). For criterion measure, the
students academic achievement of final tenth class examination was considered.
Techniques of Analysis:Techniques of analysis for the present investigation
includes techniques for collection of data, scoring, interpretation of scores in
relation to the objectives stated and hypotheses formulated. Collection of data in
regards to the two predicting variables was done through administration of relevant
tools in the form of questionnaires. Responses were collected in independent
answer sheets. For scoring procedure as mentioned in the test manuals has been
followed. For interpretation of scores in all the predicting variables both
descriptive statistics and inferential statistics have been used.

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Result and Discussion

Summary of test of significance of difference between the Means of contrasts
of the sample in the scale of CSCS
Variation Sub N Mean SD SED df t Remarks

samples
Boys 240 45.67 8.84
Gender vs.
240 45.09 8.26 .781 478 .746 NS
Girls
Rural 240 45.63 8.28

Locale vs.
Urban 240 45.13 8.82 .782 478 1.26 NS
Govt.
Vs. 240 45.60 7.73
Management
Non 240 45.16 9.31 .782 478 0.565 NS
Govt.
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On perusal of the table it was evident that the obtained value of t ratio in
case of gender variation (0.746 ) was lesser than the tabulated value (1.96) at 0.05
level of significance and for 478 degrees of freedom. Hence the t ratios in case
of gender variations was not significant. So the null hypothesis that there is no
significant differences in the self-concept of students with regard to gender
variations could not be rejected. No statistically significant difference between the
boys and girls subsamples on self-concept could be obtained. This result was
analysed in the context of the result under review of earlier researches and it was
observed that the result was in conformity with earlier studies conducted by Gupta
(1992), Vamerdevappa (2003), Sarsani (2007), Das (2008), Laskar (2008) and Rafi
(2008). Many of the recent researches conducted revealed non-significant
difference between boys and girls in self-concept. Hence, the investigator was
inclined to conclude that the result obtained in the present study was acceptable.
Because the present age of knowledge exploded society, people have become very
conscious and girls are in no way lagging behind the boys. Both the boys and girls
are moving in the same direction to show off themselves in their thinking and
attitude. Therefore, their self-concept revealed non-significant difference.
The t ratio in case of locale variation(1.26) which was lesser than the
tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom was
non-significant also. Hence thet ratio in case of locale variation was not
significant. So the null hypotheses that there is no significant difference in the self
concept of students with regard to locale variation was accepted. This revealed that
there existed no significant difference in self concept of rural and urban students.
The result was in conformity with earlier studies conducted by Sarsani (2007) and
Absul and Kamble (2008). This has become so, because of the non-existent rural-
urban difference in the modern age of science and technology.

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The t ratio in case of the management variation (0.565) was also lesser
than the tabulated value(1.96) at 0.05 level of significance for 478 degrees of
freedom. Hence the t ratios in case of management were not significant. So the
null hypothesis that there is no significant difference in the self-concept of students
with regard to management variation could not be rejected. Therefore, no
statistically significant difference between the government and non government
subsamples could be obtained.
Main and interaction effect of the subsamples on self-concept
Source
Sum of Mean
of df
Squares Square F Sig. Remarks
variation
Gender 40.833 1 40.833 .563 .454 NS
Locale 29.008 1 29.008 .400 .527 NS
MGMT 23.408 1 23.408 .323 .570 NS
Gender &
38.533 1 38.533 .531 .467 NS
locale
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Gender S
360.533 1 360.533 4.969 .026
&MGMT (p <.05)
Locale
190.008 1 190.008 2.619 .106 NS
&MGMT
Gender,
locale & 145.200 1 145.200 2.001 .158 NS
MGMT
Error 34245.467 472 72.554
Corrected
35072.992 479
Total
On perusal of the table it was observed that the two groups of gender
variation, two groups of locale and two groups of management variation did not
have significant main effects. In case of interaction effect of gender and locale,
locale and management the F ratio was also non significant. But in case of gender
and management variation the F ratio was significant at 0.05 level being 3.86 and
the calculated value being 4.969. It was observed that the F ratio was significant.
Therefore, the null hypothesis that there is no significant interaction effect in
between gender and management variation was rejected. But the other hypotheses
stating interaction effect between gender & locale and locale & management were
not significant. The study indicated that there existed significant difference in case
of the subsamples relating to gender and management variation. The study was in
conformity with the earlier study conducted by Laskar (2008).

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Differential Analysis on Achievement Motivation Variation

Summary of test of significance of differences between the means of contrasts
of the sample on the achievement motivation
Variation Sub
Samples N Mean SD SED Df t Remarks
Boys 240 18.07 4.92

Gender Vs. 0.208
240 18.16 4.73 0.441 478 NS
Girls
Rural 240 18.39 4.73

Locale Vs. 0.56 478 1.26
240 17.83 4.91 NS
Urban
Govt. 240 19.02 4.55 S

Management Vs. 0.433 478 4.21
240 17.20 4.93 ( < .05)
Private
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On perusal of the table 19, it was evident that obtained value of t ratio in
case of gender variation which was 0.208 was lesser than the tabulated value (1.96)
at 0.05 level of significance for 478 degrees of freedom. Hence the t ratio in case
of gender was not significant. So the null hypothesis that there is no significant
difference in the achievement motivation of students with regard to gender
variation could not be rejected. As such no statistically significant difference
between the boys and girls subsamples on achievement motivation could be
obtained. The study was in conformity with earlier studies done by Absul and
Kamble (2008), Mohanty (1998) Mishra (2007) who have shown gender as an
intervening variable for achievement motivation.
The t ratio in case of locale variation (1.26) was lesser than the
tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom.
Hence the t ratio in case of locale was also not significant. So, the null hypothesis
that there is no significant difference in the achievement motivation of students
with regard to locale variation could not be rejected. As such no statistically
significant difference between the rural and urban subsamples on achievement
motivation could be obtained. This study was in conformity with earlier research
done by Absul and Kamble (2008) and Chaturvedi (2009).
But the t ratios were significant at 0.05 level of significance in the
management variation, which was higher than the tabulated value (1.96) at 0.05
level of significance for 478 degrees of freedom. So, the null hypothesis that there
is no significant difference in the achievement motivation was rejected. This
revealed that there existed significant difference in achievement motivation of
government and private school students. The study showed that boys were more
achievement motivated oriented compared to girls. The study was in conformity
with the earlier studies done by Absul and Kumble (2008) Mohanty (2007) who
had shown management as an intervening variable for achievement motivation.

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Main and interaction effect of the subsamples on achievement motivation

Source Sum of df Mean
Squares Square F Sig. Remarks
Gender 1.008 1 1.008 .045 .832 NS

Locale 37.408 1 37.408 1.675 .196 NS
MGMT S
399.675 1 399.675 17.895 0.0001
p<.0.01
Gender &
locale 7.008 1 7.008 .314 .576
NS
Gender
&MGMT .208 1 .208 .009 .923
NS
Locale
&MGMT 21.675 1 21.675 .970 .325
NS
Gender ,
locale & S
161.008 1 161.008 7.209 .008
p < .01
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MGMT
Error 10541.933 472 22.335
Corrected
Total 11169.925 479
On perusal of the table it was observed that the two groups of gender
variation and locale variation did not have significant main effects, where as in
management variation the F ratio was significant at 0.01 level of significance. In
case of interaction effect of gender and locale, gender and management and locale
and management the F ratio was non significant. In case of interaction effect of
gender, locale and management variation the F ratio was significant at 0.01 level
being 3.86 and the calculated value being 7.209. it was observed that the F ratio
was significant. Therefore, the null hypotheses that there is no significant
interaction effect in between gender locale and management variation was rejected.
But the other hypotheses stating interaction effect between gender and locale and
management were not significant. The study indicated that there existed significant
difference in case of the subsamples relating to gender locale and management
variations.

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Differential Analysis on Academic Achievement

Summary of test of significance of difference between the means of contrasts
of the sample on the Academic achievement
Variation Sub
N Mean SD SED df t Remark
Samples
Boys 240 57.89 13.4

Gender Vs. 1.22 478 1.172 NS
Girls 240 59.32 13.2
12.0
Rural 240 56.85
Locale Vs. 14.3 0.782 478 2.894 S(<.01)
Urban 240 60.36
Govt. 240 49.45 6.85

Management Vs. 0.782 478 20.615 S(<.01)
Private 240 67.77 11.9
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On perusal of the table it was evident that the obtained value of t ratio in
case of gender variation (1.17) was lesser than the tabulated value (1.96) at 0.05
level of significance and for 478 degrees of freedom. As the t ratio in case of
gender variation was not significant, the null hypotheses that there is no significant
difference in the academic achievement of students with regard to gender variation
could not be rejected. The result was inconformity with earlier studies conducted
by Rafai (2008).
The t ratio was significant at 0.01(2.58) level of significance in the
locale variation. The t ratio in case of locale variation (2.894) was less than the
tabulated value (2.58) at 0.01 level of significance for 478 degrees of freedom.
Hence the t ratio in case of locale variation was significant. So, the null
hypotheses that there does not exist significant diference in the academic
achievement of students with regard to locale variation was rejected. This revealed
that there existed significant difference in the academic achievement of rural and
urban students. The result was in conformity with studies conducted by Mohanty
(2007) Rafai (2008). Therefore the investigator desired to conclude that the urban
students displayed more achievement than that of the rural students. The study
revealed the urban people consciousness to grow in education.
The t ratio in case of management variation (20.615) was higher than the
tabulated value (2.58) at 0.01 level of significance for 478 degrees of freedom. As
the t ratio in case of management variation was significant, the null hypothesis
that there is no significant difference in the academic achievement of the students
with regard to management variation was rejected. This revealed that there existed
significant difference in academic achievement of government and non-
government school students. The result was in conformity with studies conducted

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by Mohanty (2007) and Rafai (2008).Therefore, the investigator desired to

conclude that the non-government students displayed more achievement than that
of the government students. In urban areas, the non-government institutions were
very popular and advanced compared to government institutions. Hence this result
was obtained.
Main and interaction effect of the Subsamples on academic achievement
Sum of Mean
Source df F Sig. Remarks
Squares Square
Gender 1 245.102 2.784 .096 NS

245.102
Locale 1473.502 1 1473.502 16.738 .000 S <.01
MGMT 1 40278.352 457.545 .000 S <.01

40278.352
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Gender&
1.302 1 1.302 .015 .903 NS
locale
Gender
1 32.552 .370 .543 NS
&MGMT 32.552
Locale
1 1980.469 22.497 .000 S <.01
&MGMT 1980.469
Gender ,
locale & 20.419 1 20.419 .232 .630 NS
MGMT
Error 41550.883 472 88.032
Corrected
85582.581 479
Total
On perusal of the table it was observed that the main effect of gender
variation was non significant, where as locale and management variations did have
significant effects. The F ratio was significant at 0.01 level (critical value of F
for df (1, 479) at 0.01 level being 6.69 and calculated value being 16.738 for locale
and 457.545 for management variation). In case of interaction effect of gender,
locale and management variation it was non significant.

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Relationship Study
Coefficients of correlation between self-concept and academic achievement
Self-concept
and Level of
Subsamples N Academic Significance
achievement
Total Sample 480 0.193 S p<.01
Total Boys 240 0.113 NS
Total Girls 240 0.142 S p<0.05
Total Rural 240 0.102 NS
Total urban 240 0.140 S p<.05
Total Government 240 0.254 S p< 0.01
Total 240 0.213 S p < .01
Non Government
The r values as presented in table 23, indicated significant relationship at

0.01 level in case of total sample and total government was well as non-
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government subsamples. It was non-significant in case of boys and rural, but
significant at 0.05 level in case of girls & urban subsamples. Hence the investigator
desired to conclude that there exists positive significant relationship between self-
concept and academic achievement.
Chi-square test of independence between self-concept and academic

achievement
Self-concept
High Average Low Total
Academic High 32 83 30 145

Achievement
Average 34 105 68 207
Low 21 72 35 128
Total 87 260 133 480
df = 4 = 2.78 at 0.05 and 4.60 at 0.01 level of significance
2 = 10.77, p < 0.01.

The computed value of chi-square being 10.77 is much higher than both the
critical values of chi-square at 0.05 and 0.01 levels. Hence it is taken to be quite
significant. Consequently the null hypothesis that there is no significant
relationship between self-concept and academic achievement was rejected. Such a
result gave evidence in support of the attribute of self-concept that the predictor
differentiates the high, average and low scoring groups on academic achievement.

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Coefficient of correlation between achievement motivation and academic

achievement
r
Achievement Level of
Subsamples N
Motivation and Significance
Academic Achievement
Total Sample 480 0.189 S p< .01
Total Boys 240 0.187 S p < .01
Total Girls 240 0.189 S p < .01
Total Rural 240 0.144 S p < 0.05
Total urban 240 0.121 NS
Total
240 0.193 S p < .01
Government
Total
240 0.139 S p < .05
Non Government
r df 478 at 0.05 = 0.088 and 0.01 =0.115

r df 238 at 0.05 =0.138 and 0.01= 0.181
On perusal of the table 25, it was observed that significant relationship was
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there at 0.01 level in case of total sample, boys, girls and total government
subsamples. It was also quite evident that the r values are significant at 0.05 level
of significance for total rural and total non - government subsample. The
investigator therefore desired to conclude that there does exist significant
relationship between achievement motivation and academic achievement
Chi-square test of independence between achievement motivation and

academic achievement
Achievement motivation

Achievement
Average 59 102 68 207
Low 39 60 33 128
Total 122 220 138 480
2 (df = 4) 2.78 at 0.05 and 4.60 at 0.01 level of significance
2 = 3.394
The computed value of chi-square being 3.394 was found to be significant
at 0.05 level of significance for four degrees of freedom. Such a result gave
evidence in support of the attribute of achievement motivation that the predictor
differentiated the high, average and low scoring groups on academic achievement.

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Coefficients of correlation between self-concept and achievement motivation

Self-concept
and Level of
Subsamples N Achievement Significance
motivation (r)
Total Sample 480 0.191 S p < .01
Total Boys 240 0.143 S p<.05
Total Girls 240 0.225 S p < .01
Total Rural 240 0.131 NS
Total urban 240 0.189 S (p<.01)
Total Government 240 0.170 NS
Total 240 0.151 S (p<.05)
Non Government
r df 478 at 0.05 = 0.088 and 0.01 =0.115

r df 238 at 0.05 =0.138 and 0.01= 0.18
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From the table it was quite evident that the r values was significant in
total sample boys, girls, total urban and total non government. Hence the
investigator desired to conclude that there existed positive significant relationship
between self-concept and achievement motivation
Chi-square test of independence between self-concept and academic

achievement
Self-concept

Achievement
Average 16 122 66 204
Low 35 52 42 129
Total 77 260 133 480
2 df = 4 ( 2.78) at 0.05 and 4.60 at 0.01 level of significance
2 = 32.99
The computed value of chi-square being 32.995 was much higher than both
the critical values of chi-square at 0.05 and 0.01 levels. Hence it is taken to be
quite significant. Consequently the null hypothesis that there is no significant
relationship between self-concept and achievement motivation is rejected. This

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gave evidence in support of the attribute of self-concept that the predictor

differentiates the high, average and low scoring groups on achievement motivation.
Study of Contribution of the Predicting Variables to the Criterion

Measure
Zero- order correlation between the variables
Variables Correlation co-efficient Level of significance
Self-concept and 0.193 S (p < .01)

Academic Achievement
Achievement Motivation 0.189 S (p < .01)

and Academic
Achievement
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Self-concept and 0.191 S (p < .01)
Achievement Motivation
r 0.05 for df 478 = 0.88
r 0.01 for df 478 = 0.115

On perusal of the above table, it was observed that the variables are having
very high and positive correlations with each other. All of them were significant at
0.01 level of significance. Therefore, the null-hypotheses formulated in relation to
the relationship between any two variables were all rejected. Relationship of self-
concept with academic achievement, achievement motivation with academic
achievement and self-concept with achievement motivation were found to be
positive and significant. The studies of Mohanty (1997), Laskar (2008) also
established strong positive relationship with self-concept and academic
achievement, studies of Mishra (2007), Bari (2008) established relationship with
achievement motivation and academic achievement. Hence the investigator was
inclined to conclude that these existed positive significant relationship between
self-concept, achievement motivation and academic achievement.
Conclusions: One of the findings of the study was that non significant difference
was observed in the self concept of the student gender, locale and management
variation. Therefore, conclusion is drawn to the effect that in spite of variations in
gender, locality and management of the institutions students didnt have difference
in the way they look at themselves and the personality characteristics including the
cognitive structure they takes into account a set of attitudes, values that means the
personality of self esteem, self concept and self confidence and how pupils view
themselves are all exhibited by everybody in the same quantum and same degree.

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This revealed that self concept wise all the adolescents displayed their
characteristics equally.
The second finding of the study was in respect of non significant difference
in achievement motivation with regard to gender and locale variation but
significant differences in relation to management variation therefore, conclusion is
drawn in the following way.
Students reading in non government schools by paying exorbitant fees are
well aware of the value of such expense and the need to achieve. Achievement
motivation in non government school students were less compared to the
government school students who had incurred in less education. Thus the study
purports to encourage non government students to grow as more accountability of
teachers and more dedication and devotion to duty are observed.
Another finding of the study was the significant difference in the academic
achievement of the students with regard to locale and management variation.
Therefore conclusion is drawn to encourage rural school students for higher level
of academic achievement. Urban students were exposed to modern educational
technology and modern trends in the educational set up. Such type of facilities
need to be provided to the rural schools where by the students can be imbibed to
achieve more rigorous practices in drilling exercises, revision work, expose to
modern media may be of greater help to encourage the rural students to do better.
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So far as management is concerned rural schools are all government school
because of communication mode civilization rural students are deprived of
getting better facilities in schooling. Non government school in the urban area are
having mushroom growth when the community members can afford to higher
expenses in schools of their children. This aspect is not visible in rural area.
Therefore conclusion is drawn in respect of drawing the attention of government to
equip the rural schools with all sorts of facilities and fixing accountability of
teachers for exhibiting the drive for better achievement by recruiting well and
equip and efficient leaders who are resourceful and making all other resources
suitable for enhancing quality of education.
The study revealed significant relationship between the two variables of
self-concept, achievement motivation and academic achievement. The multiple co
relation was also significant. Therefore the better the self concept and more the
drive to achieve the better was the school achievement. Therefore, school students
should be encouraged to develop their self concept and an atmosphere of need to
achieve may be created in students for greater academic achievement
Recommendations
The study purports to measure the contributions of the predictors to the
criterion. As such the findings provide ample scope both to the administrators and
the educationists in promoting achievement and making parents, teachers, students
and all other concerns well informed about the same. The following
recommendations have been made basing on the findings of the present
investigation.
Differentiation of physical self from the external environment - The sense of
Bodily self is reflected in the general attitude of trust or mistrust, which stems
from a positive or negative sense of continuing self. So the teacher must help the

ISSN 2278-7763
students to with draw their attention on bodily self and concentrate on the other
aspects of external environment. This can be done by encouraging students to do
well in academic activities as well as in the non academic activities like dance,
drama, sports debates etc.
Differentiation of different categories of pupil - In a classroom all the students
do not have same level of intelligence, Same standard of academic achievement or
all are not equally good in different types of school activities. So it is the
responsibility of the teacher to identify different categories of pupil and to classify
them into different groups, which will make it easy to provide appropriate
guidance for the development of self-concept of the students.
Stress on self evaluation - Teacher should encourage self evaluation through self
rating system. Children should know the area in which they are competent and in
which they are lacking. They should know about their own interest, achievement,
intelligence so that they will try to do well.
Opportunities for development of self-esteem - The school curriculum should
provide opportunities to students for the development of self-esteem. In this
context the school should provide opportunities to make friends and should arrange
integration camps of culturally diverse students as these can only be responsible
for development of both self-esteem and language skills.
Development of achievement motivation - One of the most important
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psychosocial variables of this study which is responsible more than that of the
other variables -self concept in determining the level of academic achievement is
achievement motivation. From the present study it has been found that
achievement has a perfect positive relationship with academic achievement. So in
order to raise the academic achievement of the students it is essential to develop
their achievement motivation .Therefore the situations in the home and in school
should promote the need achievement of the pupil. In the context of the result in
the present investigation the following recommendations have been made.
Emphasis on intellectual pursuit - Need achievement can be raised if the students
develop their level of intelligence. Level of intelligence can be raised by
encouraging the students to develop the problem solving ability, thinking,
reasoning etc. by participation in different activities and studying the creative work
of different persons. So far the development of achievement motivation among the
students the intellectual development should be promoted. The school should
organise different curricular and co curricular activities, like seminars, talks
delivered by the intellectuals, debates, discussions etc. and should also promote
students to gain correct and current information by studying the magazines,
newspapers, journals, periodicals.
Affectionate parental behaviour - Achievement motivation is also influenced by
the parental behaviour. Parents should be affectionate enough. They should listen
and understand all the queries, problems and needs of their children and should try
to solve them. They should encourage the children to meet each and every problem
of their life. But they should not be over affectionate which may spoil their
children.
Self actualization - Pupil of high self actualization are directed more by internal
than external self-concept compared to that of those of low self actualisation. Pupil
of high self actualization are more flexible and less rigid and do not depend upon

ISSN 2278-7763
seeking approval from others, more capable of accepting themselves and others
and the world around them.
Permissiveness of parents - Parents should be permissive. They should encourage
the children to know, to gain information by participating in different life
situations. They should encourage them to be flexible, fearless and perceive the
correct knowledge only after scientific and objective investigation.
Development of level of aspiration - Pupils should have high level of aspiration.
High level of aspiration is responsible for developing high need achievement. The
teacher and the parents should set high goals before the students so that they
should try to achieve them and they should develop the tendency to achieve more
and more. But care must be taken that the goals should be set up by keeping an eye
to the age, gender, intellectual standard and habitational variable or else it will
have negative impact upon the children and may block their achievement.
Reducing frustration reactions - Need achievement is also hampered by
frustration. Frustration results from repeated failure in any activities. The process
of blocking or thwarting needs causes frustration in human beings. If the children
repeatedly fail in any activities they develop frustration reactions, which block
their motive to achieve. So the children should be encouraged to develop their
patience and to continue the activity until the success is achieved.
Removal of prejudices and biases - Conservative attitudes, prejudices attached to
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different situations and Objects are responsible in reducing the achievement
motivation. The attitude of the people attached with the resistance of girls
education, caste system, child marriages, preconceived ideas about the quantity and
quality of education often cause to reduce the achievement motivation in students.
So care must be taken to free the society from these prejudices and biases.
Level of concept acquisition is to be highlighted - Teacher should make the
concept clear before the students for which they are striving. Pupil should know
about the problem and prospects of the concept, the idea so that they should try in
different ways to achieve the same. So far the development of achievement
motivation the level of concept acquisition is to be highlighted.
Better scope for training for enhancing achievement motivation - Achievement
motivation can also be enhanced by properly planned training programme.
Workshop training, refresher courses, in service training courses should be
provided for the teachers to help them to equip with necessary skills and
competencies to enhance students achievement motivation.
REFERENCES
Abdullahi, O.E. (2005). Relationship Among Achievement Motivation, Self-
Esteem, Locus of control and Academic Achievement among Nigerian
University Student. University of IIinois. The Nigerian Journal of Guidance
and Counseling. Vol.7. (1). Pp 122-131.
Adsul, R.K. and Kamble, V. (2008). Achievement motivation as a Function of
Gender, Economic Background and Caste Differences in College Students.
Journal of the Indian Academy of Applied Psychology, Volume 34, No.2, Pp
323-327.

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Ahluwalia,I. (1985). A study of Factors Affecting Achievement Motivation. In M.

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Allport, G.W. (1961). Pattern and Growth in Personality. New York: Holt,
Rinehart and Winston.
Areepattamannil, S. (2011). Academic Self-concept, Academic motivation,
Academic Engagement and Academic achievement: A mixed method study of
Indian Adolescents in Canada and India. Ph.D. Dissertation, Queens
University: Ontario.
Chaturvedi, M. (2009). School Environment, Achievement Motivation and
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***

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International Journal of Advancements in Research & Technology, Volume 3, Issue 5, May-2014 236

SELF CONCEPT AND ACHIEVEMENT MOTIVATION OF ADOLESCENTS

Key words: Self-concept, Achievement motivation, Academic achievement,

Self concept refers to the individuals perception or view of himself. It refers

Copyright 2014 SciResPub. IJOART

concept tend to be more accepting of others. High self esteem is related to

Achievement Motivation is the attitude to achieve rather than the

Copyright 2014 SciResPub. IJOART

motivation, self-concept and academic achievement among adolescents. However,

Obidigbo (2002) results indicated that significant differences were noted in

Quarisy and Turki (2011) indicated that self-concept and achievement

Hypotheses of the Study

Copyright 2014 SciResPub. IJOART

Copyright 2014 SciResPub. IJOART

Result and Discussion

Variation Sub N Mean SD SED df t Remarks

Rural 240 45.63 8.28

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Main and interaction effect of the subsamples on self-concept

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Differential Analysis on Achievement Motivation Variation

Boys 240 18.07 4.92

Rural 240 18.39 4.73

Govt. 240 19.02 4.55 S

Copyright 2014 SciResPub. IJOART

Main and interaction effect of the subsamples on achievement motivation

Gender 1.008 1 1.008 .045 .832 NS

Copyright 2014 SciResPub. IJOART

Differential Analysis on Academic Achievement

Boys 240 57.89 13.4

Govt. 240 49.45 6.85

Copyright 2014 SciResPub. IJOART

by Mohanty (2007) and Rafai (2008).Therefore, the investigator desired to

Main and interaction effect of the Subsamples on academic achievement

Gender 1 245.102 2.784 .096 NS

Locale 1473.502 1 1473.502 16.738 .000 S <.01

MGMT 1 40278.352 457.545 .000 S <.01

Error 41550.883 472 88.032

Copyright 2014 SciResPub. IJOART

The r values as presented in table 23, indicated significant relationship at

Chi-square test of independence between self-concept and academic

Academic High 32 83 30 145

Total 87 260 133 480

df = 4 = 2.78 at 0.05 and 4.60 at 0.01 level of significance

2 = 10.77, p < 0.01.

Copyright 2014 SciResPub. IJOART

Coefficient of correlation between achievement motivation and academic

r df 478 at 0.05 = 0.088 and 0.01 =0.115

Chi-square test of independence between achievement motivation and

Academic High 24 58 37 145

Total 122 220 138 480

2 (df = 4) 2.78 at 0.05 and 4.60 at 0.01 level of significance

Copyright 2014 SciResPub. IJOART

Coefficients of correlation between self-concept and achievement motivation

r df 478 at 0.05 = 0.088 and 0.01 =0.115

Chi-square test of independence between self-concept and academic

Academic High 26 94 27 147

Total 77 260 133 480

2 df = 4 ( 2.78) at 0.05 and 4.60 at 0.01 level of significance

Copyright 2014 SciResPub. IJOART

gave evidence in support of the attribute of self-concept that the predictor

Study of Contribution of the Predicting Variables to the Criterion

Variables Correlation co-efficient Level of significance