Self-Concept and Academic Performance

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INTRODUCTION

The Philippines ranks a poor seventh among the nine South East Asian countries in terms of education. One of the measures
Academic performance is a way wherein a person excels in terms of school requirements, tasks, awards and achievements. Academic performance was measured in society in many ways (Frias, 2000).

Self-concept is ubiquitous and an integral part of any learning situation. It plays an inevitable part of both outcome and condition of learning whether the teacher is aiming for it or not. It is likewise believed that an adequate understanding of the casual role of self-concept is essential in gaining a clearer insight into an individual learning process (Burns, 1989). From this statement, one can make an assumption that there is a relationship existing between the students’ self-concept and their academic performance.

There are a lot of students who leave school nowadays. It has been observed that prevailing problems of students like leaving school, dropping out, poor attendance, low grades, truancy, and negative attitude toward teachers and peers which affect their academic performance and adjustment in school are often due to negative self-concept (Areta, 2009). The self-concept of the students can be influenced by certain factors. It can be due to the teachers’ attitude toward them or the way their parents treat them. The result of the influence of these factors can be positive or negative level of self-concept and that level of self-concept may greatly affect the academic performance of the students.

It is necessary for this study to be conducted so that the educators will be aware of how the student’s self-concept affect his academic performance. Aside from that, this study might also help in the development of some educational programs with the purpose of developing the students’ level of self-concept.

Psychologists and educators are becoming aware of the fact that an individual’s self-concept or his attitude toward himself are ultimately related to how he learn and behaves. They believe that the students who feel good about themselves and their abilities are the ones who are likely to succeed (Areta, 2009).

Students with high and positive self-concept are characterized as intellectually active, with a realistic goal for themselves, willing to ask for and able to admit that they do not know something, while with a low and negative self-concept ted to be intellectually passive, attribute their success to work, and seem to have problems admitting that they do not know something (Hanscheck, 1990). Those students with positive self-concept are confident enough to answer the questions thrown to them durning class discussions and that will affect their academic performance in a positive way. While those students with negative self-concept are afraid to answer even if they know the answer because they think lowly of themselves (Maniyama, Dubin & Kinsbury, 1981).

Moreover, individuals with positive self-concept aspire for leadership, are willing to receive constructive criticisms and are willing to risk more often (McCartney & Scmeck, 2000). Students with high level of self-concept are fast learners. This was justified by Victorio in 1997 that the fast learners have high self-concept. These statements negate Hurlock’s proposition because Victorio proved that high achievers tend to have high self-concept.

On the other hand, individual with negative self-concept will avoid leadership roles, criticism and risk taking. They frequently have these experiences often and are rarely challenge themselves (McCartney & Scmeck, 2000). In addition to that, Tagle (1992) said that the lower the self-concept of the students, the lower their scholastic achievement. In 1999, Charette Lanham stated that negative self-concept is having ideas about oneself that are just not quite good enough. One’s idetity is not as positive as it might be for some reason. They question their...
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