The Relationship between Academic Self-concept and Academic Success

Abstract

Self-concept is known to be very effective on academic achievements. In this study, the relationship between academic self-concept and academic achievement was tried to be described. This study is an descriptive scanning survey which covered 184 junior students of Elazığ Anatolian High School in the semester of 2000-2001 academic year. To determine the sex ratio and sex dissemination of the participants, "frequency” and “percentage” were used. While testing the correlation between the success average of students at the end of year and their scores from the sub-scales of academic achievement concept scale which measures the abilities of students, “Coefficient of Pearson momentum multiplication correlation” was used. In our research, we accepted a 0,05 significance value. Contrary to previous data, the study indicated that there is a positive but low level meaningful relationship between student’s academic success and their average scores from the sub-scales of academic achievement concept scale which measures verbal and numeric skills. It is also found out that there is a negative and low level relationship between average scores of academic achievement of students and the scores of sub-scales which measures shape-space and eye-hand coordination of students.