The relationships between self-related perceptions, motivation, aspirations and achievements in an academic setting
Year: 2011
Type: dissertation
Abstract: ABSTRACT \nThis thesis explores the nature of the self and how the various self-perception constructs – \nself-esteem, self-concept, and self-efficacy – contribute to academic functioning. The \nresearch was undertaken in three stages. The first was designed to examine how the self is \nrepresented. Bandura’s Multidimensional Scales of Perceived Self-Efficacy (1990) and \nHarter’s Self-Perception Profile for Adolescents (1988) were utilised to examine the extent \nto which self-efficacy and competency-related elements of the self-concept are \nindependent constructs. Factor analysis of data provided by secondary school students \nrevealed that when measured using domain-specific measures such as these, self-efficacy \nand competency self-concept do not represent totally separate, distinct aspects of the self. \nThe second stage was designed to examine how representations of the self relate to \nacademic performance, intrinsic motivation, and occupational and educational aspirations. \nTaking account of past academic performance and other factors that might impact on the \nself-perception–academic outcome relationship, self-efficacy was shown to be a better \npredictor of these outcomes than either of the other two self constructs. Self-esteem was \nthe least predictive. These findings suggest that self-efficacy and self-concept, but not selfesteem, \nare important for the development of academic functioning. \nThe third stage of this research was designed to examine whether interventions can have a \npositive effect on how the self is represented, and if so, whether this also impacts on \nacademic functioning. This thesis used a widely-used and Government-supported \nintervention programme to explore this issue in a real-world context. There were positive \neffects on some aspects of self-concept but not on any other variables. These effects were \nnot associated with any changes in the academic outcomes. The reasons why this \nintervention did not have a wider impact are explored, and the practical and theoretical \nimplications of the findings are discussed. This research provides a clearer understanding \nabout where educators and education policy-makers should focus their efforts if the aim is \nto enhance self-related perceptions in school.
Author: Amanda Hughes
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1544891692