Evolution of Self-Concept #self-concept #edchat

A Common Factor in Studying Academic Achievement

Research evidence states the importance of self-concept in academic achievement. Self-concept is a common factor when studying academic achievement. With self-concept identifiable in children as early as age six, researchers have studies self-concept differences as general academic indicators, causal predictors of future academic choices, supports for gender stereotypes and as motivational measures.

The transformation of the self-concept as it is related to mathematical achievement has grown over the years. Initial studies did not have data which proved a reciprocal relationship between self-concept and academic achievement as defined by McInerney, Cheng, Mok, and Lam (2012). In fact much of the early research was focused on trying to gain an understanding of gender differences as they are related to academic self-concept. The study of self-concept has extended into the arena of STEM.

The study of self-concept continues to be a strong factor in determining student achievement. It is rarely utilized as the only factor in defining mathematics achievement. It is also rarely used to discuss implications in mathematics alone. Mathematics and science, as they relate to self-concept, are often combined in one study. With two subjects having potentially different paths, Rice, Barth, Guadagno, Smith, and McCallum (2013) suggest that the two subjects, mathematics and science, be studied separately in the future.

In the field of education, self-concept is a common motivational construct that is discussed. This is also true in educational research. Self-concept is known to have an impact on achievement. The questions and future studies are now directed towards developing the factors that make an impact on self-concept, especially in the middle years, as well as how self-concept transfers into career choice.


References

Hergovich, A., Sirsch, U., & Felinger, M. (2004). Gender Differences in the Self-Concept of Preadolescent Children. School Psychology International, 25(2), 207-222.

McInerney, D. M., Cheng, R., Mok, M., & Lam, A. (2012). Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement. Journal Of Advanced Academics, 23(3), 249-269.

Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. A., & McCallum, D. M. (2013). The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science. Journal Of Youth And Adolescence, 42(7), 1028-1040.