Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11383
Title: The Inter-relationship Across Achievement, Self-handicapping, Self-concept, and Self-efficacy for School Students
Contributor(s): Stevenson, Yvonne Mona (author); Hay, Ian  (supervisor); Winn, Stephen  (supervisor)
Conferred Date: 2011
Copyright Date: 2010
Handle Link: https://hdl.handle.net/1959.11/11383
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.
Publication Type: Thesis Doctoral
Fields of Research (FoR) 2008: 130312 Special Education and Disability
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
Rights Statement: Copyright 2010 - Yvonne Mona Stevenson
HERDC Category Description: T2 Thesis - Doctorate by Research
Appears in Collections:School of Rural Medicine
Thesis Doctoral

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