The Inter-relationship Across Achievement, Self-handicapping, Self-concept, and Self-efficacy for School Students

Author(s)
Stevenson, Yvonne Mona
Hay, Ian
Winn, Stephen
Publication Date
2011
Abstract
Within the student motivation and self-system literature there is general agreement that students' self-concept and self-efficacy levels are both an outcome and an influence on students' behaviour and actions, there is, however, significant debate pertaining to five questions: 1. Can instruments be designed to measure students' self-efficacy and effort in the domains of mathematics and reading? 2. What is the effect of gender on students' levels of self-concept, self-efficacy/effort, self-handicapping and academic achievement? 3. What is the inter-relationship between academic achievement and the self-variables of self-concept, self-efficacy/effort and self- handicapping for students? 4. Is there an interaction between students' self-handicapping levels and their behaviours and motivations? Self-handicapping refers to actions that individuals engage in which are against the students' best interest. 5. Do structural self-concept program (such as, Exploring Self- Concept) alter students' self-concept scores on self-concept measures? This research has focussed on these five questions by exploring five issues: (1) the design of two academic self-efficacy/effort measures; (2) a semi-longitudinal investigation of the relationship of gender to self-concept, self-efficacy/effort, self-handicapping and academic achievement; (3) a semi-longitudinal investigation of the inter-relationship between academic achievement and the self-variables of self-concept, self-efficacy/effort and self-handicapping for students; (4) a semi-longitudinal investigation of students' level of self-handicapping in relationship to academic achievement; and (5) an examination of the effectiveness of a program called Exploring Self-Concept on students' self-concept formation. What is unique about this study is that this procedure was enacted on two populations of participating students, one in the primary school settings (n = 264) and the second in the high school setting (n = 133). Participation was voluntary with the study given ethical approval from the relevant university and school authorities and as well from the parents of the students involved.
Link
Language
en
Title
The Inter-relationship Across Achievement, Self-handicapping, Self-concept, and Self-efficacy for School Students
Type of document
Thesis Doctoral
Entity Type
Publication

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