Self-Concept and academic intrinsic motivation as related to academic achievement of preparatory Program Students In Western Shoa Zone
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Date
2005-07
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Addis Ababa Univerisity
Abstract
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.
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Education