The influence of low self-concept on the behavior and academic achievement of Lebanese elementary school students. (c2008)

Abstract

The purpose of this study is to determine whether self-concept has an influence on academic achievement and whether self-concept of behavior has an effect on the behavior of grades 3rd, 4th and 5th students. The three variables investigated are self-concept, behavior and academic achievement. One school and 3 grade levels (5 sections in all) from one private school in Beirut. The instrument used to measure the participant's self-concept is Piers-Harris2. Academic achievement is measured by the global average of each student in the main subjects (math, English, Arabic and science). The data obtained was analyzed using SPSS for Windows. Students' responses on the Piers-Harris2 scale were correlated with their total academic achievement. The student's behavior is assessed through observations during different settings and at different times. Also interviews with the home room teachers of each student observed were conducted. The data obtained was analyzed qualitatively. The results showed non-significant correlation between academic performance and self-concept on one hand and between self-concept and behavior on the other hand. Based on the results, implications and suggestions for future research were drawn.