The relationship between self–concept and academic achievement of grade 10 pupils in the Taung Central Circuit of Vryburg District in the North West Province of South Africa

Abstract

The purpose of this study was to investigate the relationship between self-concept and academic achievement. The subjects were 10th grade male and female pupils in the Taung Central Education circuit in the Northwest Province of South Africa. All the eight secondary schools in the circuit participated in this study. The researcher administered a self-designed 5-point Likert type self-concept scale to a sample of 296 respondents, to measure of both general and academic self-concept. The subjects' academic scores were extracted from the schools' examination records. The Pearson product-moment coefficient of correlation was used to measure the size of the relationship between the research variables. Research findings revealed that: There is a positive relationship between academic achievement and self-concept. There is a positive relationship between academic achievement and academic self-concept. The relationship between academic achievement and general self-concept is stronger than the relationship between academic achievement and general self concept.