Archives

Kalinangan Refereed Journal

Volume no. 27 | 2019/4
Issue no. 1


Title
ACADEMIC SELF-CONCEPT AND PERCEIVED TEACHER EXPECTATION AS INDICATORS OF ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
Author
Espinol, Shara May T., RPm, RPsy; Maranan, Carl Reman M., RPm; Lipat, Diane D., RPm
Views: 796 Cited: 6
Downloads: 16
Click here to download
Abstract
Academic performance is one of the most common predictors of a student’s academic success. Thus, this has been a constant dependent variable on numerous studies. The factors that affect academic performance are both internal and external. The researchers chose academic self-concept and perceived teacher expectation as independent variables since the respondents are senior high school students who were selected by means of cluster sampling. They are in the transition stage and the way they see themselves, as well as their teachers see them, could have a great effect on their classroom performance. The study utilized the descriptive-correlational design and employed a quantitative analysis of the variables. The results suggest that there is a significant correlation between academic performance and the two dimensions of academic self-concept. However, when it comes to perceived teacher expectation, academic performance is only significantly correlated with low teacher expectations and not with high teacher expectation. With the results, the researchers came up with guidelines for teachers to manage their expectations and for students to check their academic self-concept.
Keywords
academic performance, academic self-concept, perceived teacher expectation, senior high school, University of Batangas
References
Bruns, C., McFall, L., Persinger, T., & Vostal, B. (2000). Great expectations? An investigation of teacher expectation research. Retrieved from http://bit.ly/2FCn8j8, June 2017.

Chen, B. H., Chiu, W., & Wang, C. (2015). The relationship among academic self-concept, learning strategies, and academic achievement: A case study of national vocational college students in Taiwan via SEM. The Asia - Pacific Education Researcher, 24 (2): 419-431.

delPino, M. C. G., Fernandez, C. M. D., & Gomez, M. M. (2017). The value of teacher expectations in the academic achievement of migrant school children. Revista de Pedagogia,38 (102): 97-121. Retrieved from http://bit.ly/2OrZTw1, June 2018.

Dramanu, B. Y. & Balarabe, M. (2013). Relationship between academic self-concept and academic performance of junior high school students in Ghana. European Scientific Journal, 9(34): 1857 - 7431. Retrieved from http://bit.ly/2YsXo11, June 2017.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House. EduExcellence (2016).How do teachers expectations affect student learning. Retrieved from http://bit.ly/2P3nLqh, January 2018.

Harbst, M. (n. d.). Factors in academic achievement: Correlations between clearly expressed expectations from a figure of authority, academic achievement, and self-concept. McNair Scholars Journal. Retrieved from http://bit.ly/2I7rOkp, January 2018.

Hattie, J. (2009). Visible learning: A synthesis of over 800 metaanalyses relating to achievement. Rouetledge, 122.Retrieved from http://bit.ly/2Ik2o2A, June 2018.

Hanover Research. (2012). High expectations and student success. Retrieved from http://bit.ly/2TD2MLr, June 2017.

Jaiswal, S. K. & Choudhuri, R. (2017). Academic self-concept and academic achievement of secondary school students. American Journal of Educational Research, 5 (10): 1108-1113.

Joshi, S. & Srivastava, R. (2014). An exploration of rural and urban adolescents’ academic self-concept and academic achievement in different type of schools. Social Science International, 30 (1): 77-97. Retrieved from http://bit.ly/2CJbkuB, May 2018.

Ju, S., Zhang, D. & Katsiyannis, A. (2013). The causal relationship between academic self-concept and academic achievement for students with disabilities: An analysis of SEELS data. Journal of Disability Policy Studies, 24 (1). Retrieved from http://bit.ly/2WoB7Q5, June 2017.

Kaba, A. M. & Talek, Y. (2015). Self-concept and academic success among university students. International Journal of Arts & Sciences, 8 (1): 89-102.

Kalaivani, M. & Rajeswari, V. (2016). The role of academic motivation and academic self concept in student’s academic achievement. International Journal of Research – GRANTHAALAYAH, 4 (9): 37-49.

Kassahun, S. (2013). Teachers’ expectations as perceived by students and its effect on their motivation, academic self concept and academic achievement. Journal of Education and Practice, 5 (4). Retrieved from http://bit.ly/2WrUhVu, June 2017.

Kohut, L. M. (2014). The impact of teacher expectations on student achievement. Theses and Dissertations, Indiana University of Pennsylvania. Retrieved from http://bit.ly/2HTw0n7, June 2017.

Laryea, J. E., Saani, A. J. & Dawson-Brew, E. (2014). Influence of students self-concept on their academic performance in the Elmina Township. European Journal of Research and Reflection in Educational Sciences, 2 (4).

Long, D. & Cho, K. W. (2013). The Effect of teachers’ expectation on students’ academic achievement from a global perspective. Retrieved from http://bit.ly/2utOPoP, January 2018.

McGrew, K. (2008). Academic self-concept: Definition and conceptual background. Retrieved from http://bit.ly/2HJ1k8P, May 2018.

Ninivaggi, F. J. (2016). Values 101. Retrieved from http://bit.ly/2HKrtUB, May 2018.

Ordaz-Villegas, G. & Acle-Tomasini, G. (2013). Development of an academic self-concept for adolescents (ASCA) scale. Journal of Behavior, Health & Social Issues, 5 (2). Retrieved from http://bit.ly/2V4i9hH, June 2017.

Pride Learning Center. (2012). How does your child’s teacher influence academic performance? Retrieved from http://bit.ly/2CI1r06, June 2017.

Rubie-Davies, C. & Peterson, E. R. (2016). Relations between teachers' achievement, over- and underestimation, and students' beliefs for MÄori and PÄkehÄ students. Contemporary Educational Psychology, 47, 72-83.

Schwartz, R. H. & Cook, J. J. (2015). Teacher expectancy as it relates to the academic achievement of EMR students. The Journal of Educational Research, 65 (9): 393-396. Retrieved from http://bit.ly/2U0QBwT, June 2018.

Van den Berg, G. & Coetzee, L. R. (2014). Academic self-concept and predictors of academic achievement. Retrieved from http://bit.ly/2Ytwo1t, May 2018.

Wang, C. W. & Neihart, M. (2014). Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twiceexceptional students. Taylor and Francis Online. Retrieved from http://bit.ly/2FGsHyh, June 2017.

Wilkins, J. L. M. (2010). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72 (4). Retrieved from http://bit.ly/2TzCgmh, January 2018.

Zahra, A. T., Arif, M. H. & Yousuf, M. I. (2010). Relationship of academic, physical and social self-concepts of students with their academic achievement. Contemporary Issues in Education Research, 3 (3). Retrieved from http://bit.ly/2TzCgmh, December 2017.