Self-concept as related to academic achievement and expectations : a comparison of PSLE high-achievers in secondary one

Abstract

The main purpose of this study was to investigate if the self-concept of students in selective schools was significantly different from that of equally able students in less selective schools. The study also compared selective and less elective schools with regard to students' perceptions of parents' and teachers' expectations of parents' and teachers' expectations of their academic achievement. In addition, comparisons were made between these two groups of schools with regard to the relations between the variable self-concept and each of the variables; (1) academic achievement, (2) perceive expectations of parents, and (3) perceived expectations of teachers.<br><br>The sample comprised 575 Secondary One students who had aggregate scores of 240 to 250 in the 1987 Primary School Leaving Examination (PSLE). They were chosen from three selective and three less selective schools, each group comprising a boys' school, a girls' school and a coeducational school.<br><br>Academic achievement was measured by the student's results in his school's First Semester Assessment, 1988. Self-concept was measured by the Self-Esteem Checklist (SEC) (Lui, 1987) comprising sub-scales measuring the four facets of self-concept : general self, peers-social, home-parents and academic-school self-concept. Parents' and teachers' expectations as perceived by the student were measured by the Parents' Expectations Questionnaire (PEX) and the Teachers' Expectations Questionnaire (TEX) developed by the researcher for this study. PEX measured the dimensions of parental push, expected results, appraisal, surveillance, belief in the importance of education, and aspirations. TEX measured the dimensions of teacher push, expected results, encouragement, approval and challenge. The findings showed that these instruments had adequate reliability. For the SEC, the KR 20 was 0.71 for the total scale and 0.51 to 0.65 for the sub-scales. Coefficient Alphas for PEX and TEX were 0.77 and 0.68 respectively.<br><br>In analysing the data, mean scores and correlation coefficients were compared between the selective and less selective groups of schools. Within the groups, similar comparisons were made for each pair of girls', boys' and coeducational schools.<br><br>The study found that :<br><br>(1) PSLE high-achievers in the selective schools had a higher total self-concept mean score than those in the less selective schools. There was no significant difference, however, between their academic self-concept mean scores.<br><br>(1) PSLE high-achievers in the selective schools had a higher total self-concept mean score than those in the less selective schools. There was no significant difference, however, between their academic self-concept mean scores.<br><br>(2) Selective and less selective schools did not differ significantly with regard to parents' and teachers' expectations of students' achievement.<br><br>(3) Within-group comparisons on these three variables yielded no consistent pattern.<br><br>(4) Generally, academic achievement was significantly and positively related to both total and academic self-concept, as were teachers' and parents' expectations.<br><br>(5) The size of these correlation coefficients did not differ significantly between the selective and less selective groups of schools.<br><br>The findings have implications for parents and students in the choice of a secondary school. The importance of academic achievement to student self-concept is reiterated. Similarly, the importance of teachers is indicated, thus emphasizing the need for them to communicate positive expectations. Although the role of parents' expectations appears to be limited, this finding may have been influenced by the nature of the sample and instrumentation factors. Generally, the findings suggest that the possibility of self-concept enhancement by parents, schools and teachers.