THE RELATION BETWEEN ACADEMIC SELF-CONCEPT AND ACADEMIC MOTIVATION AND ITS EFFECT ON ACADEMIC ACHIEVEMENT

This study examined the relationships between academic self-concept, academic motivation and students’ academic achievement among 300 first grade girls and boys high school students in Urmia, Iran. Statistical analyses were performed to ascertain: (1) whether there is any significant relationship between academic self-concept and academic motivation for students, (2) whether both academic self-concept and academic motivation are significantly related to students’ academic achievement, (3) whether both academic self-concept and academic motivation are significant difference between gender, and (4) whether academic self-concept and academic motivation are significant predictor of students’ academic achievement. Results show that academic self-concept positively and significantly correlated with students’ academic motivation and academic achievement, but no correlated between academic motivation and academic achievement has been shown. There is significant differences between girls and boys in academic selfconcept, but not in academic motivation. In addition, results of multiple regression analysis reveal that academic self-concept serves as a significant and strong predictor of academic achievement.