Self-Concept and academic intrinsic motivation as related to academic achievement of preparatory Program Students In Western Shoa Zone

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Addis Ababa Univerisity


This study examined the relationship between different dimensions of self concept and academic achievement, and relationship between academic intrinsic motivation and academic achievement of preparatory program students in Western Shoa Zone. Selection of 408 subjects (50% males and 50% females) was done by using stratified random sampling on the basis of equal allocation. The subjects' self-concept was measured using a 33-item adapted from SDQII-S (Ellis, Marsh and Richards, 2002), and their academic intrinsic motivation was measured by a 30- item drawn and adapted from Academic Intrinsic Motivation Inventory (Shia, 2001). Their first semester average score of all school subjects measured academic achievement of the subjects. The data collected through these instruments were analyzed by Pearson product moment correlation, t-test, multiple and stepwise regression statistical techniques. The study revealed that a positive and significant relationship was found between academic self-concept and academic achievement, between total se~fconcept and academic achievement, and between academic intrinsic motivation and academic achievement of all respondents in general and female respondents in particular. Total non-academic self-concept, on the other hand, negatively and significantly correlated with academic achievement of all respondents as well as male respondents. Academic self-concept was found to be significantly a positilJe predictor of academic achievement, whereas a total non-academic self-concept was significantly a negative predictor of academic achievement for all respondents and for male respondents. Moreover, both total self-concept and academic intrinsic motivation were independently significant predictor oj academic achievement. A significant difference in academic achievement was also found between males and females, and between 'respondents belonging with high and low levels of academic self-concept, total self-concept and acac1em;c intrinsic motivation.