Effect Of Self-Concept And Academic Life Satisfaction On Achievement Motivation Of School-Going Adolescents

Abstract

To explore the influence of self-concept and academic life satisfaction on the development of achievement motivation among adolescents in school, this research employed a descriptive survey approach with a correlational research design. A sample of 1027 Bengali-speaking adolescents, aged 14-16 and enrolled in classes IX and X in the South 24 Parganas District, West Bengal, participated in the study. The Self-Concept Inventory (Shah, 1986), Multidimensional Student’s Life Satisfaction Scale (Huebner et al., 1998), and Deo-Mohan Achievement Motivation Scale (Deo & Mohan, 1985) were administered. The correlation analysis revealed a strong positive connection between self-concept, academic life satisfaction, and achievement motivation in adolescents. The results from the multiple regression analysis suggested that the achievement motivation of school-going adolescents was shaped by several factors, including family life satisfaction, school life satisfaction, friend life satisfaction, cognitive self-concept, study-related self-concept, self-confidence, self-concept related to personality traits, and political self-concept. The study’s findings revealed significant associations between academic achievement motivation and both academic life satisfaction and self-concept.