Academic Self-concept and its Relationship to Academic Achievement among University Students

Authors

DOI:

https://doi.org/10.46328/ijonses.342

Keywords:

self-concept, academic self-concept, academic achievement, university Qatari students

Abstract

This research sought to study the academic self-concept and the relationship between the academic self-concept and students’ academic achievement among university Qatari students. Research of the academic self-concept is well documented in Western cultures, but the academic self-concept research is limited among Qatari students. A sample composed of 274 undergraduate university students was utilized in this study. Tools of data collection consisted of demographic characteristics such as gender and age; students’ cumulative Grade Point Average (GPA) as academic achievement; and the Academic Self-concept Questionnaire (Byrne, 1996) to measure the academic self-concept, which was composed of 40 items, distributed in 4 subscales namely Maths, Verbal, Academic, and Problem Solving. The result of the study revealed a significant but weak relationship between the academic self-concept and the academic achievement. 

Author Biographies

Haitham M. Alkhateeb, University of Baltimore

Professor of Mathematics Director, Mathematics Program Division of Science, Information Arts and Technologies Yale Gordon College of Arts and Sciences.

Eiman F. Abushihab, Qatar University

Lecturer of Arabic for Non-Native Speakers in the College of Arts and Sciences at the Qatar University.

Bataul H. Alkhateeb, University of Delaware

Ph.D. candidate in Education with a specialization in Learning Sciences at the University of Delaware.

Rasha H. Alkhateeb, University of Maryland

Ph.D. candidate in Education with a specialization in Teaching and Learning, Policy and Leadership at the University of Maryland.

References

Alkhateeb, H. M., Abushihab, E. F., Alkhateeb, B. H., & Alkhateeb, R. H. (2022). Academic self-concept and its relationship to academic achievement among university students. International Journal on Social and Education Sciences (IJonSES), 4(4), 517-528. https://doi.org/10.46328/ijonses.342

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Published

2022-10-25

Issue

Vol. 4 No. 4 (2022)

Section

Articles

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