Relationship Between Self-Concept and Academic Achievement of Adolecents Students on The Basis of Gender Differences.

Abstract

Self-concept plays a crucial role in shaping a child's personality. Educators must take into account various factors that can foster a more positive self-concept. These factors include parenting styles, experiences of repeated failure, depression, and internal self-criticism. Within the school environment, the development of a student's self-concept is influenced by educators' emphasis on educational psychology in their teaching practices. A positive self-concept fosters a conducive learning atmosphere, which is believed to enhance students' academic performance. This study investigated the relationship between self-concept and academic achievement among adolescent students. It also explored gender differences in both self-concept and academic performance. The research involved 500 adolescent students from senior secondary schools in Dehradun city, and the data was analyzed using an independent sample t-test. The findings indicated that there was no significant difference in the levels of self-concept and academic achievement between male and female adolescents and their medium of instruction.