Correlation

Problem 1. Is there a significant relationship between grades and Self-Concept?

Table 1. Grades and Self-Concept Average Score Raw Data

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Grades 81 81 82 88 86 85 84 83 86 86 83 82 86 83 81 88 91 90
Self-Concept
Average Score 2.6 2.8 2.8 3.0 3.3 3.4 3.3 2.9 3.2 3.6 2.4 2.6 3.0 3.1 2.0 3.2 3.3 3.4

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Grades 88 88 89 84 81 90 89 81 82 84 81 80 89 85 87 84 86 87
Self-Concept
Average Score 2.8 2.8 2.7 3.4 2.5 3.6 3.6 3.0 3.0 2.2 2.9 3.0 3.2 2.9 3.1 2.6 3.4 3.4

Table 2. Correlation
Self-Concept
Average Score Grade
Self-Concept Average Score 1
Grade 0.53634291 1
High Correlation

Table 3. Regression Statistics

Regression Statistics
Multiple R 0.53634291
R Square 0.28766372
Adjusted R Square 0.26671265
Standard Error 0.33322763
Observations 36

Table 4. Anova

df SS MS F Significance F
Regression 1 1.524617725 1.52462 13.7303 0.000746631
Residual 34 3.775382275 0.11104
Total 35 5.3

Significance F: Highly Significant (f <0.01)

 Standard Lower Upper
Coefficients Error t Stat P-value Lower 95% Upper 95% 95.0% 95.0%
- - -
Intercept 2.63629813 1.522102062 -1.732 0.09234 5.72958169 0.45698542 5.72958169 0.45698542
Grade 0.06628773 0.017889313 3.70544 0.00075 0.02993227 0.10264318 0.02993227 0.10264318

Table 5. Summary of Results

Correlation Coefficient Between Grades and Self-Concept
r - value Test of Significance
Grades 0.536 T = 3.705 Highly Significant

By using a Correlation statistical method to analyze the data, it was determined that there

exists a high correlation between grades and self-concept. This was evidenced by a correlation

coefficient of 0.536, suggesting that as a respondent's self-concept increases, their grades tend to

improve as well. Moreover, further analysis using Regression revealed that the relationship

between Grades and Self-Concept is highly significant, with a Significance Factor of 0.00075,

which is considerably smaller than 0.01.

Research studies have shown a positive correlation between grades and self-concept,

indicating that higher self-concept leads to better academic performance. For instance, Popoola

(2018) found that self-concept significantly influences the academic performance of primary

school students with reading difficulty in Ilorin West Local Government Area. Similarly, Ajmal

and Rafique (2018) revealed that academic self-concept strongly relates to academic achievement

of distance learners, suggesting the need for workshops to enhance students' self-concept and

unlock their hidden potentials.

 Susperreguy et al. (2018) replicated this relationship between self-concept and academic

achievement across different populations and quantile levels of performance in math and reading

domains from early childhood to adolescence. In addition, Kang and Wu (2022) found that

students' academic engagement, self-concept, and organizational strategy mediated the

relationship between academic enjoyment and English achievement.

The role of self-concept in academic achievement extends beyond the academic domain.

Thomas (2017) found that spiritual self-concept plays a role in African American students' degree

aspirations, indicating that strategies aimed at enhancing self-concept can positively affect

students' experiences. Roby (2017) showed that academic self-concept consistently predicts

African American college students' GPA.

Other factors also contribute to academic achievement, and Cantekin (2020) found that

gender, grade, place of accommodation, administrative services and practices, and physical setting

and equipment positively affect university students' academic achievement. Rodriguez (2021)

demonstrated that career maturity and academic self-concept significantly predict career

indecision, but achievement motivation and familismo did not yield significant findings.

Despite the positive correlation found between self-concept and grades in previous studies,

a study by Liu et al. (2022) found no such correlation between physical self-concept and academic

performance. This contradicts the notion that higher self-concept in any area will inevitably lead

to higher academic performance. Boulter (2022) discovered an unexpected negative relationship

between students' perceived creativity and their ability to adjust academically. This challenges the

assumption that creativity and academic success go hand in hand, suggesting that creativity may
not always be beneficial in academic settings. Marsh (1990) found that academic self-concept is

remarkably subject-specific, meaning that a student's self-concept in one area does not necessarily

translate to their self-concept in another subject. This contradicts the notion that self-concept is a

generalizable construct across academic domains. Laryea et al. (2014) suggest that while self-

concept may influence academic performance indirectly by motivating students to exert effort in

their studies, it does not directly predict academic performance. This contradicts the idea that self-

concept is a direct predictor of academic success. Liu et al. (2022) found that while academic self-

concept partially mediated the association between classroom environment and enjoyment in

mathematics, this effect was moderated by academic achievement. This contradicts the assumption

that classroom environment and academic self-concept have a straightforward relationship with

academic success.

McBride (2020) found no correlation between self-concept and educational preparation for

a student's occupational identity. This contradicts the notion that self-concept plays a significant

role in determining career outcomes. Walters-Gower (2020) found a weak correlation between

self-concept and third-grade literacy achievement in struggling readers who had received prior

reading intervention. This challenges the idea that self-concept is a strong predictor of academic

success in all students. Pope Jr. (2020) found no significant difference in the academic achievement

of special education students with different levels of overall self-concept. This contradicts the

notion that self-concept plays a major role in determining academic success in special education

students.
 A study by Wehler (2019) found that while there were significant relationships between

academic skills, social behavior, and GPA, the direction of these relationships was not clear. This

challenges the assumption that self-concept has a straightforward relationship with academic

success. Ogle (2019) suggests that while improving non-academic self-concept may indirectly lead

to academic success, the relationship between the two is not always straightforward. This

contradicts the idea that self-concept is a direct and reliable predictor of academic success.

In conclusion, the relationship between self-concept and academic performance is a

complex and multifaceted one. While some studies have found positive correlations between the

two, others have reported no significant relationship or even negative associations. The

discrepancies may be due to differences in the age, gender, cultural background, and subject-

specificity of the participants, as well as the measurement instruments and statistical methods used

in each study. Additionally, the direction and strength of the relationship may be influenced by

factors such as motivation, effort, classroom environment, and educational interventions.

Therefore, it is important for educators, parents, and researchers to consider the nuances of

the self-concept and academic performance relationship and not oversimplify it. Instead, they

should take a holistic approach that accounts for the multiple factors that may contribute to a

student's academic success, including their self-concept, cognitive abilities, motivation, and social

and cultural context. By doing so, they can develop more effective interventions and support

systems that enable students to reach their full potential and achieve academic success.
 References

Related Studies:

Ajmal, M., Rafique, M. (2018). Relationship Between Academic Self-Concept and Academic

Achievement of Distance Learners. Pakistan Journal of Distance and Online Learning.

Volume IV, Issue II, 2018, 225-244.

Cantekin, Ö. F. (2020). The Effects of Academic Self-Concept and Organizational Factors on

Academic Achievement. [Akademik Benlik Kavramı ve Örgütsel Faktörlerin Akademik

Başarı Üzerindeki Etkisi] Bartin Üniversitesi Egitim Fakültesi Dergisi, 9(1), 26-35.

https://doi.org/10.14686/buefad.609672.

Honicke, T., Broadbent, J. (2016). The Influence of Academic Self-Efficacy on Academic

Performance: A systematic Review. Educational Research Review 17(2):63-84.

DOI:10.1016/j.edurev.2015.11.002.

Kang, X., & Wu, Y. (2022). Academic enjoyment, behavioral engagement, self-concept,

organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLoS

One, 17(4)https://doi.org/10.1371/journal.pone.0267405.

O'Neal, J. L. (2020). Examining the Relationship between Academic Self-Concept and Academic

Achievement of Early Elementary Students (Order No. 27735501). Available from ProQuest

Dissertations & Theses Global. (2354842392). https://www.proquest.com/dissertations-

theses/examining-relationship-between-academic-self/docview/2354842392/se-2.
Popoola, E. O. (2018). Influence of Self-Concept on Academic Performance of Primary School

Pupils with Reading Difficulties in Ilorin-West Local Government Area, Kwara State (Order

No. 10828126). Available from ProQuest Dissertations & Theses Global. (2058879935).

https://www.proquest.com/dissertations-theses/influence-self-concept-on-academic-

performance/docview/2058879935/se-2.

Roby, S. (2017). Classism, Academic Self-concept, and African American College Students'

Academic Performance (Order No. 10255880). Available from ProQuest Dissertations &

Theses Global. (1938382398). https://www.proquest.com/dissertations-theses/classism-

academic-self-concept-african-american/docview/1938382398/se-2.

Rodriguez, B. (2021). Predictive Ability of Career Maturity, Academic Self-Concept,

Achievement Motivation, and Familismo on Career Decision-Making with First-Year

College Students (Order No. 28415346). Available from ProQuest Dissertations & Theses

Global. (2545597515). https://www.proquest.com/dissertations-theses/predictive-ability-

career-maturity-academic-self/docview/2545597515/se-2.

Susperreguy, M. I., Davis-Kean, P. E., Duckworth, K., & Chen, M. (2018). Self-Concept Predicts

Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity

for Math and Reading. Child development, 89(6), 2196–2214.

https://doi.org/10.1111/cdev.12924.
Thomas, B. A. (2017). The relationship between self-concept related factors and degree

aspirations of African American college students (Order No. 10254728). Available from

ProQuest Dissertations & Theses Global; Publicly Available Content Database.

(1878207588). https://www.proquest.com/dissertations-theses/relationship-between-self-

concept-related-factors/docview/1878207588/se-2.

Contradicting Studies:

Agarwal, S., Bhalla, P., Kaur, S., & Babbar, R. (2013). Effect of body mass index on physical

self concept, cognition & academic performance of first year medical students. The Indian

Journal of Medical Research, 137(4), 515-522. https://www.proquest.com/scholarly-

journals/effect-body-mass-index-on-physical-self-concept/docview/2258251560/se-2.

Boulter, L. (2022). Self-concept as a predictor of college freshman academic adjustment. College

Student Journal. Retrieved Apr 30 2023 from https://www.thefreelibrary.com/Self-

concept+as+a+predictor+of+college+freshman+academic+adjustment.-a089809974.

Laryea, J.E., Saani, A.J., & Brew, E.D. (2014). Influence of Students Self-Concept on their

Academic Performance in the Elmina Township. European Journal of Research and

Reflection in Educational Sciences. Vol. 2 No.4, 2015. ISSN 2056-5852.

Liu, Y., Wang, Y., Liu, R. D., Ding, Y., Wang, J., & Mu, X. (2022) How Classroom Environment

Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students:

Moderated Mediation Effect of Academic Self-Concept and Academic Achievement.

Psychol Res Behav Manag. 2022;15:2035-2048. https://doi.org/10.2147/PRBM.S371092.

Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson model.

Journal of Educational Psychology, 82(4), 623–636. https://doi.org/10.1037/0022-

0663.82.4.623.

McBride, J. L. (2020). Self-Concept and Academic Achievement Influencing Occupational

Identity of Adolescents (Order No. 27993272). Available from ProQuest Dissertations &

Theses Global. (2406984375). https://www.proquest.com/dissertations-theses/self-concept-

academic-achievement-influencing/docview/2406984375/se-2.

McBride, J. L. (2020). Self-Concept and Academic Achievement Influencing Occupational

Identity of Adolescents (Order No. 27993272). Available from ProQuest Dissertations &

Theses Global. (2406984375). https://www.proquest.com/dissertations-theses/self-concept-

academic-achievement-influencing/docview/2406984375/se-2.

Ogle, R. R. (2019). Self-Concept in Children and Adolescents as a Lever for Change in

Academic Success for Under-served Youth (Order No. 28316377). Available from

ProQuest Dissertations & Theses Global. (2632749591).

https://www.proquest.com/dissertations-theses/self-concept-children-adolescents-as-lever-

change/docview/2632749591/se-2.

Pope, A. B., Jr. (2020). An Examination of Resource High School Students Self-Concept and the

Effect That It Has on Academic Achievement in a Rural School District in Low Country

South Carolina (Order No. 28678823). Available from ProQuest Dissertations & Theses

Global. (2550271840). https://www.proquest.com/dissertations-theses/examination-

resource-high-school-students-self/docview/2550271840/se-2.
Walters-Gower, K. (2020). The Relationship Between Self-Concept and Literacy Achievement

Among Mid-Atlantic Elementary Students (Order No. 28148966). Available from

ProQuest Dissertations & Theses Global. (2454636517).

https://www.proquest.com/dissertations-theses/relationship-between-self-concept-

literacy/docview/2454636517/se-2.

Wehler, R. (2020). The Impact of Physical Activity, General Education Skills, and Social

Behavior on Academic Performance Among College Students (Order No. 28155109).

Available from ProQuest Dissertations & Theses Global. (2466342118).

https://www.proquest.com/dissertations-theses/impact-physical-activity-general-education-

skills/docview/2466342118/se-2.