Man's individuality embodies numerous traits and self-concept holds the predominant of these traits according to Rogers. It helps the person understand personality and social development, for it is through the developing self-concept that man form increasingly stable picture of their selves, partly, reflected by others in their surroundings (Craig;1996,p.367). As the person interacts with his environment, such as peer groups, school, community and most especially the family, these concepts are constructed. Many developmentalists believe that infants are born without a sense of self (Shaffer, 1989), therefore, we can say that we develop our self-image as we continuously grow.
Families are believed to be the first, the closest, and most influential social group in the child's life. They provide children with the definition of right and wrong, the patterns of behaviors, the expectations and the evaluations of actions on which children base their own ideas (Craig, 1996). It is in the family where a child spends a great portion of his life mainly during the formative years. It is from the family that he receives his earliest training in proper behavior. Thus, it is the family which plays the major role in the development of his self-image (Medina, 1991). As a child grow, he begins to realize who he really is and what he is and at the same time aware of his capability.
The person's general view of self is made up of other, more specific concepts, including the nonacademics sefl-concept, self-concept in English, and self-concept in mathematics. This self-concept evolves through constant self-evaluation indifferent situation (Shavelson & Bolus, 1992). Children and adolescents are continually comparing their performance with their own standards and with the performance of peer and also gauge the verbal and nonverbal reactions of significant people.
Moreover, a harmonious home environment can create confidence in ones own perspective of himself because it provides not only a place of residence but also an identity of mutual security and support (Sevilla, 1989). However, through the changing nature of the family structure, there are broken families and marital dissolution. Single parent families, usually are fatherless, continuously growing up which affect both their children's psychological health and intellectual development. Children commonly experience anger, fears, and phobias, loneliness, conflicts and shaken sense of identity (Henslin, 1992). With these, questions were raised whether the development of a fatherless child would affect their school performance. Whether self-concept can be associated with their academic achievement.
For this reason, the researcher aims to find out whether there is a relationship between the Self-concept and English with Reading and Language and Math Achievement of a Father-absent children in middle childhood of two exclusive schools for boys.
Statement of the Problem
This study aims to know and correlate the Self-concept with the Math and English Achievement of Father-Absent Children in Middle Childhood of Two Exclusive Schools for Boys, namely: Ateneo Grade School and La Salle Greenhils.
Specifically, the researcher seeks to identify the following; 1.What is the Self-concept of Father Absent Children in middle childhood of two exclusive schools for boys? 2.What is the English Achievement of Father-Absent Children in middle childhood of two exclusive schools for boys? 3.What is the Math Achievement of Father-Absent Children in middle childhood of two exclusive schools for boys? 4.Is there a significant relationship between the Self-concept and the Math and English Achievement of Father-Absent Children in middle childhood of two exclusive schools for boys?
The researcher advances the alternative hypothesis that there is significant relationship between the self-concept and the Math and English Achievement of...