A STUDY OF ACADEMIC ACHIEVEMENT IN RELATION TO SELF CONCEPT OF ADOLESCENT

Abstract

The present study investigates the relationship between self-concept and academic achievement among adolescents. Recognizing that self-concept plays a pivotal role in shaping students’ learning behavior, motivation, and overall academic performance, this study aims to explore whether adolescents with varying levels of self-concept differ in their academic outcomes and how strongly the two variables are correlated. The study was conducted using the descriptive survey method, involving a randomly selected sample of 100 adolescent students from Jhajjar district. The Self-Concept Questionnaire developed by Saraswat (2010) was used to assess the self-concept of students, while academic achievement was measured through their previous year’s examination scores. Statistical techniques such as Mean, Standard Deviation, t-test, and Karl Pearson’s Product Moment Correlation were applied to analyze the data. The findings reveal a significant difference in academic achievement between students with high and low self-concept, with students possessing a high self-concept scoring considerably higher than those with a low self-concept. Moreover, a strong positive correlation was found between self-concept and academic achievement, indicating that students with a more positive self-concept tend to achieve better academically in educational settings. The study concludes that self-concept is a vital psychological factor that significantly influences academic outcomes. The implications suggest that educational institutions should implement strategies to nurture students' self-concept through supportive teaching practices, motivational programs, and inclusive learning environments. Strengthening self-concept can foster greater academic success, emotional well-being, and long-term educational engagement among adolescents. This research emphasizes the need to integrate self-development interventions within the broader educational framework.