Analysis

The analysis of Academic Self-Concept involves the use of statistical methods to evaluate the relationship between students’ self-perceptions and their academic performance. Researchers often use questionnaires and measurement scales to collect data on how students perceive their abilities across various academic subjects. This data is analyzed to identify patterns and trends that may indicate how students’ perceptions of their abilities influence their actual performance. Additionally, it is used to design intervention programs aimed at improving academic self-concept and performance.

Objective

The primary objective of measuring Academic Self-Concept is to understand how students’ perceptions of their academic abilities affect their performance and to intervene in ways that can boost students’ confidence and motivation. Understanding academic self-concept can help educators develop strategies that foster positive academic experiences and support students in achieving their educational goals. Furthermore, it assists in identifying students who may require additional support or interventions to overcome challenges related to low self-confidence.

Calibration

The calibration of Academic Self-Concept measurement tools is conducted by collecting data from large and representative student samples. This process enables the development of standard scores and benchmarks that can be used to compare students’ academic self-concepts across different age groups and educational settings. Through calibration, cutoff points are also established to identify students with low or high academic self-concept. This process ensures that the measurements are accurate and applicable across various educational systems.

References

Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107–123.
Byrne, B. M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B. A. Bracken (Ed.), Handbook of self-concept (pp. 287–316). Wiley.
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133.
Skaalvik, E. M., & Skaalvik, S. (2002). Internal and external frames of reference as predictors of academic self-concept. Educational Psychology, 22(3), 233–249.
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136.