Date of Award

2000

Document Type

Thesis

Degree Name

Master of Art

Department

Education

First Advisor

Pamela Nickels

Second Advisor

Douglas Bush

Third Advisor

Anita Sankar

Abstract

This study examined the relationship among academic self-concept (ASC), academic motivation (AMOT), and grade point average (GPA) for 125 sophomores in a suburban Illinois high school. The sample was chosen from a pool of sophomore math classes, which had been separated into three levels of ability: Beginning Algebra, Geometry, and Honors Geometry. The Self-Concept of Ability Scale was used to measure academic self-concept and the Achievement Motivation Scale was administered to measure academic motivation. Through archival review, the researcher calculated GPA for each member of the sample. Results indicated that Academic Motivation had a low positive correlation with GP A. Academic Self-Concept on the other hand had a high positive correlation with GP A. These resμlts indicate that the students had a fairly accurate view of their academic ability. Finally, academic self-concept and academic motivation were subjected to a multiple regression analysis to examine their contribution to achievement. Results from this analysis did link academic self-concept as being a fairly accurate predictor of achievement while motivation was not a significant contributor.

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