Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/5463
Title: Students' Self-Concept and Academic Achievement in Zimbabwe: A Preliminary Study
Authors: Pesanayi Gwirayi
Almon Shumba,
Faculty of Education, Midlands State University,Gweru Zimbabwe
University of Fort Hare, South Africa.
Keywords: self-concept
academic achievement
teachers
pupils
schools
Zimbabwe
Issue Date: 1-May-2014
Publisher: Taylor and Francis Group
Abstract: Students' personal beliefs about their capabilities to learn influence their motivation and learning. This study determined the relationship between self-concept and academic achievement of Zimbabwean primary school students. A qualitative approach was used to collect data from 75 pupils (36 girls, 39 boys: age range 9–12 years). Data were also collected from five of the students' teachers. Pupils' perceptions of comments or feedback from classmates and teachers comprised the self-concept measures. Academic achievement was measured using teachers' ratings of pupils' academic performance. Pupils who reported receiving positive comments from classmates and teachers were more likely to be rated by their teachers as having higher academic achievement compared to those who perceived themselves to be less favourably regarded by teachers.
Description: Abstract
URI: https://cris.library.msu.ac.zw//handle/11408/5463
Appears in Collections:Research Papers

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