The Relationship between Self-Concept, Intrinsic Motivation, Self-Determination and Academic Achievement among Chinese Primary School Students

Abstract

The main purpose of this study is to examine the relationship between self-concept, intrinsic motivation and self-determination with academic achievement among the respondents. The sample of the study was 200 students in standard 5 and standard 6 from a Chinese primary school in Johor, Malaysia. Data was collected using a self-developed set of questionnaire. The reliability of the instrument was tested using Cronbach's Alpha and the result was 0.941. The data was analyzed using Statistical Package for Social Science (SPSS) version 17.0. Pearson correlation at the significant level of 0.05 was used in order to determine the relationships among the measured variables. Research finding shows that correlations between independent variables (self-concept, intrinsic motivation and self-determination of the respondents) and dependent variable (academic achievement) were all significantly low. Analysis of previous research discovers several salient factors in relation to the current research findings.

Undergraduate Students Self-Concept and Their Mathematics Procedural Knowledge: The Relationship

“…They reported that students' self-concept influence his/her mathematics learning outcome, because positive view, perception, and his/her confidence will improve mathematics learning outcome. Othman & Leng (2011) reported little different from the previous study. They claimed that students' self-concept relate to his/her academic achievement, but weak.…”

Factors Affecting Mathematics Performance of Junior High School Students

“…The study of Othman and Leng (2011) shows that there is a weak significant relationship between selfconcept and academic achievement among the students, a weak and negative significant relationship between students' intrinsic motivation and their academic achievement and a weak significant and negative relationship between students' self-determination and their academic achievement. However, previous studies indicated that academic achievement among students is influenced by several important factors, which directly and indirectly related to self-concept, intrinsic motivation, and self-determination.…”

Effect of Cognitive Entry Behaviors and Affective Entry Characteristics on Learning Level

“…However, it has also been reported that studies in the relevant field dealing with the relationship between academic self-concept and academic achievement are inconsistent (Huang, 2011;Muijs, 1997). The examination of several of these studies (Ahmed & Bruinsma, 2006;Marsh, Byrne, & Yeung, 1999;Othman & Leng, 2011;Papanastasiou & Zembylas, 2004;Saracaloğlu & Varol, 2007;Yahaya, Ramli, Boon, Ghaffar, & Zakariya, 2009;Yıldız, 2010), has resulted in different conclusions, the relationship between academic self-concept and achievement varies depending on the models that deal with this relationship (Green, Nelson, Martin, & Marsh, 2006;Guay, Ratelle, Roy, & Litalien, 2010;Huang, 2011;Marsh & Yeung, 1998;Muijs, 1997).…”