Influence of Self Concept on Academic Achievement of Prospective Teachers

Abstract

Learning is like a lighting of a fire and the sparks are the outcomes which require a
series of planned and systematised organisation of various components. It is a complex process
and is the outcome of interaction in a situation, which acquires a new mode of behaviour
pattern. The family environment influences learning and is a major determinant of the
development of self-concept. Better family relationship and paternal influence provide the
students with a better self- concept. Self-concept and achievement are dynamically interactive
and reciprocal. Labeling of children based on school performance as under achievers or over
achievers tends to suggest that intelligence is not the sole basis of predicting achievement and
agrees that there are other variables influencing achievement. This leads us to the question of
discovering other variables predicting achievement. It is found that certain psychological
factors, like self-concept plays a major role in determining the academic achievement of students
(Shah, 1990). Hence it becomes very essential for the researchers to ascertain the influence of
self-concept on the academic achievement of student teachers. Hence, the researcher felt the
need to select this vital area for the present investigation. Survey method was implemented in
this study. Brook Over’s scale of Self Concept (1967) was the tool used. University examination
marks were taken as the scores to measure academic achievement. The statistical techniques
employed were t-test and correlation. Findings of the study revealed that no significant
correlation existed between self-concept and academic achievement of secondary prospective
teachers. Educational Contributions were given based on the findings.