Academic Self-Concept and Academic Performance of College of Education Students

Abstract

The study examined academic self-concepts (ASC) and academic performance of College of Education students in Ghana. The descriptive survey design was adopted using a sample of 229 students. An original ASC scale by Liu &Wang (2005) was adopted and used for the study. Independent sample T-test and multiple linear regression were the tools used in testing the hypotheses. The findings of the study showed that there is no statistically significant gender difference in ASC of College of Education students. The study further revealed that ASC did not predict academic performance of College of Education students. The study recommends that, stakeholders such as teachers and parents must consider a variety of factors that can influence the development of a healthy ASC and must also encourage, monitor, and supervise students to put in some effort in their studies because effort promotes academic performance. The study again, recommends that academicians should hold workshops and seminars to students in developing a stronger self-concept so that they can improve their abilities and lead a successful life in the future. Students with low ASC may benefit from counseling sessions in order to enhance their academic standing. It may be suggested that curriculum designers pay attention to the relevance of self-concept and create courses that will encourage students to think critically and thoroughly in order to improve their self-concept.

Keywords: key words, academic self-concepts and academic performance

DOI: 10.7176/JEP/12-24-06

Publication date:August 31^st 2021