The self-concept and academic achievement of high school students in a working class environment.
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Date
2000
Authors
Journal Title
Journal ISSN
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Publisher
University of the Western Cape
Abstract
The purpose of this chapter is to introduce this study of the relationship between the self-concept and academic achievement of high school
students in a working class environment. This includes the background, statement of the problem, the aim and motivation for the study. The
procedure and an overview of the chapters are also presented.
In today's world education plays an important part in the life of any human being. An essential function of education in development and
learning is to help the growing child to understand himself and develop healthy attitudes of self-acceptance (Silvernail, 1985; Woods, 1990).
Therefore the self-concept is a critically important factor in the educational and social adjustment of children.
Numerous studies (Gergen, l97l; Spears & Deese, 7973; Mboya, 1989)
which have attempted to determine the relationship between self-concept
and academic achievement have been inconclusive, mainly due to an
inability to have a clear, concise, universally accepted operational
definition of self-concept. Another problem with definitions of selfconcept
has been vagueness and imprecision (Hamachek, 1995). A
detailed survey and discussion about definitions of the self-concept
follows in Chapter 2.
Description
Magister Educationis - MEd
Keywords
Education in development and learning, Social adjustment of children, Adolescent in a working class environment, Education psychology