 The Relationships of Self-concept, Academic Achievement and Future Pathway of First Year Business Studies Diploma StudentsSiew-Fun Tang International Journal of Psychological Studies, 2011, vol. 3, issue 2, 123 Abstract: A student’s academic achievement is impacted by various factors including the multidimensional self-concept.Students with higher levels of achievement are more likely to complete their current study and progress to the nextlevel of study compared to their peers with lower levels of achievement. This study investigates the relationshipsof self-concept, academic achievement and future pathway of the first year business studies diploma students in aprivate university college. One hundred and forty three students participated in the study and responded to the SelfDescription Questionnaire II (SDQII) comprising of three academic facets (Mathematics, English and School) andfour non-academic facets (appearance, physical ability, parent relation and peer relation). Multivariate analysisprovided evidence that a student’s academic self-concept, in particular the school self-concept, English self-concept and Mathematics self-concept strongly impact his or her academic achievement in the first semester. However, there was no significant relationship between self-concept (academic and non-academic) and a student’s choice of pathway after completing the diploma programme. Date: 2011 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ibn:ijpsjl:v:3:y:2011:i:2:p:123 Access Statistics for this article More articles in International Journal of Psychological Studies from Canadian Center of Science and Education Contact information at EDIRC. |
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