International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.

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Research PaperEducation

A Study of Achievement Motivation of Senior Secondary School Students in Relation to Their Self-concept and Socio Emotional Climate of The School
* Dr. Surinder Singh April, 2012 * Principal, Himachal College of Education Nalagarh at Kishanpura ,Solan (H.P.)
A B S T R A C T
In the present study the investigators attempt to find out the significant relationship of achievement motivation of senior secondary students in relation to their Self-concept and Socio- emotional climate of the school. The sample consists of 300 students from 10 governments senior secondary schools of Solan District of H.P. were selected randomly. The investigator has used Self- concept Inventory by Mohsin.Scale, Socio- emotional School Climate Inventory by Renuka Kumari Sinha and Rajni Bhargava and Achievement values and Anxiety inventory by Prayag Mehta to collect the necessary data from the students. The data were analyzed by using analysis of variance. The conclusion of the study reveals that achievement motivation of senior secondary school students does not differ significantly at different levels of their self-concept and socio-emotional climate of the school.

Introduction: Achievement motivation is an important determinant of aspiration, effort and persistence. When an individual expects that his performance will be evaluated in relation to some standard of excellence, such behaviour is achievement oriented. There is a universal tendency in man to strive, to excel and succeed and to win and go ahead of others. This tendency can be called the self assertion or the motive to achieve. Self-concept refers to that particular cluster of ideas and attitudes we have about our awareness at any given moment of time. Self- concept as the organized cognitive structure derived from experience of our own self. Self- concept frequently refers to a person's attitude and feeling about himself and secondly it is regarded as a group of psychological processes which govern behavior and adjustment. Self- concept is the foundation upon which the success and failure in life rests. The term socio-emotional climate represents the emotional tone, which is a concomitant of interpersonal interaction of any organizational system. It is now an established fact that socio emotional climate affects all types of activities and is useful construct for planning, predicting, modifying and evaluating the various organization systems. It is related to their task, achievement, satisfaction and behavior in a particular schooling system to which they belong. Objectives: 1. To study the differences in the achievement motivation of the senior secondary school students at different levels of their self- concept i.e. high, average and low. 2. To study the differences in the achievement motivation of the senior secondary school students at different levels of socio emotional climate of the schools i.e.
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good, average and poor. 3. To study the interactional effect between self -concept and socio emotional climate of the school of senior secondary school students with regard to their achievement motivation. Hypotheses: 1. The achievement motivation of the senior secondary school students does not differ significantly at different levels of their self-concept i.e. high, average and low. 2. The achievement motivation of the senior secondary school students does not differ significantly at different levels of their socio- emotional climate of the school i.e. good, average and poor. 3. Self-concept and socio emotional climate of the school do not interact significantly with regard to the achievement motivation of the senior secondary school students. Method: Descriptive survey method was used. Sample: The present study consisted of 300 students studying in the 10+1 class were selected randomly from 10 government senior secondary schools of Solan district of H.P. Schools were selected random sampling technique. Tool: 1. Self- concept Inventory by Mohsin.Scale. 2. Socio- emotional School Climate Inventory (Hindi version) by Renuka Kumari Sinha and Rajni Bhargava. 3. Achievement values and Anxiety inventory by Prayag Mehta. Statistical Technique: For analysis and interpretation of data, the investigator has used mean, standard deviation and ANOVA (analysis of variance).
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International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31

Design: The (3x3) factorial design involving three levels of self-concept i.e high average and low and three levels of socio- emotional climate of the school i.e. good, average and poor was applied. Result and Discussion: The obtained results have been summarized in Table1&2.
Table-1 Means of Achievement motivation scores of students at three levels of their self-concept and three levels of socio-emotional climate of the school Self-concept High Average Low Total Socio-Emotional Climate of the school Good Average Low Total

17.35 15.20 16.20 16.25

15.70 15.85 17.40 16.32

13.30 18.50 15.95 15.92

15.45 16.78 16.78 16.16

From the means of achievement motivation scores of students at three levels of their self-concept and three levels of socio-emotional climate of the school, 'F' values were calculated. The results are given in the table-2
Table-2 Summary Table of Analysis of Variance Source of Variation df Sum of Mean Squares Square Self- Concept (A) 2 5.51 2.76 Socio-Emotional 2 45.51 22.76 climate of the school (B) Interaction (AXB) 4 306.66 76.67 Within Condition 171 5368.65 31.40 Total 179 5726.33 F 0.09(NS) 0.72(NS) 2.44*

It is evident from the Table that the main effect of self-concept on the achievement motivation of students came out to be 0.09, which is not significant at .05 level of significance for 2/171 df. Hence the hypothesis stated "The achievement motivation of the senior secondary school students does not differ significantly at different levels of their self-concept i.e. high, average and low." was accepted. However, students with average levels of self concept had highest mean of achievement motivation

scores (16.32) followed by those whose self-concept is high (16.25) and low (15.92), but these differences are not significant statistically. From the Table it is observed that the main effect of socio-emotional climate of the school on the achievement motivation of students came out to be 0.72, which is not significant at .05 level of significance for 2/171 df. Hence the hypothesis stated "The achievement motivation of the senior secondary school students does not differ significantly at different levels of their socio- emotional climate of the school i.e. good, average and poor." was accepted. However, students who perceive the socioemotional climate of the school as of average and poor type had better achievement motivation scores than the students who perceive the socio-emotional climate of the school as good. From the above Table it is clear that the interactional effect of self concept and socio-emotional climate of the school on achievement motivation of students (AXB) came out to be 2.44, which is significant at .05 level of significance for 2/171 df. Hence the hypothesis stated "Self-concept and socio emotional climate of the school do not interact significantly with regard to the achievement motivation of the senior secondary school students." was rejected. It may be said that self-concept and socio-emotional climate of the school interact significantly as regard to the achievement motivation of the students. CONCLUSIONS: * Achievement motivation of senior secondary school students does not differ significantly at different levels of their self-concept. * Achievement motivation of senior secondary school students does not differ significantly at different levels of the socio-emotional climate of the school where they are studying. * Self- concept and Socio-emotional climate interact significantly with regard to the achievement motivation of the students.
3. Deway, John (1983). "Experiences and Education" New York, McMillan Company. 4. McClelland, D.C (1985). "Human Motivation" New York: Scott, Foresman.

R E F E R E N C E
1. Atkinson, J.W. and N, Feather, (1966). "A Theory of Achievement Motivation." New York: Wilay and Sons. 2. Dutt, M.L. (1991). "Achievement Motivation on Parental Behaviour: a Critique of Researches" Indian Education Review, Vol. 26, No.1, pp.107-114.

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