Self-concept and academic achievement of grade 9 pupils

M.A.This study investigates whether a relationship exists between the self-concept and personality of a student and his academic achievement. The self-concept is defined as a set of beliefs about the self and the relationships between those beliefs that may mediate behaviour in certain situations. It is regarded as a key factor in the integration of personality, in motivating behaviour and achieving mental health. Various theorists have contributed towards the study of the self-concept, amongst them William James, Cooley and Mead, Erik Erikson, and Carl Rogers. To maintain our self-concept, we reflect on what others tell us about ourselves and compare our own performance to that of others. The role of social comparison theory is therefore important because it explains this phenomenon. It appeared as if a strong self-concept act as a predictor of good academic achievement. The self, social comparison and intelligence also appear to play an important role within the boundaries of academic achievement. Self-concept plays an important role in the development of personality and vice versa. Cattell’s explanation of personality provides insight into the link between traits and self-concept. This study controlled for extraneous variables, such as intelligence. Apart from self-concept, personality traits were further investigated to determine their association with self-concept and academic achievement. This study was mostly exploratory by nature and has as a future aim the development of an intervention, which can be implemented to enhance both self-concept and academic achievement. The sample comprised 44 grade nine male and female students at St Barnabas College. The instruments used for this study included the Cattell’s Culture Fair Intelligence Test, the Beck’s Self-Concept Scale, and the High School Personality Questionnaire. The results pertaining to the research hypotheses indicated that there is no significant correlation between self-concept and academic achievement and also no significant correlation between intelligence and academic achievement. No correlation was also found between self-concept and factors of the HSPQ. A significant correlation was, however, found between some of the factors of the HSPQ and academic achievement. It is possible that some students may find their physical appearances more important than a positive self-concept. A failure in school can therefore not influence their self-concept. This may explain why no correlation was found between self-concept and academic achievement. Verbal intellectual count has been found to show a high correlation with academic achievement. However, the Cattell Test is non-verbal and this can therefore account for the fact that no significant correlation between intelligence and academic achievement was found. Students may develop an identity, which may not necessarily be a positive identity, which goes hand-in-hand with a positive self-concept. This might explain why no significant correlation between self-concept and the factors of the HSPQ has been found. This study found that a correlation does exist between three factors of the HSPQ and academic achievement. Factors of personality therefore do have some correlation with academic achievement. It is recommended that future research investigate this relationship. The small sample size of this study limits its generalisation possibility and it is further recommended that cultural aspects be brought into consideration.Mr. G. Kruge