Naslov
Academic performance - Self-concept/Self-esteem - Teacher's role

Autori
Knežević, Božana

Izvornik
Stani jezici (0351-0840) 35 (2006), 2; 143-161

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
self-esteem; self-concept; academic achievement; teacher's role

Sažetak
The article reports on original research with the focus and application to the classroom situation. The research studied the relationship between self-concept/self-esteem and academic achievement with a group of adolescents (N=20) in an English language institute in Rijeka, and it also investigated the role of the teacher in relation to changes of self-concept/self-esteem, academic self-concept in English and academic achievement. The data were collected twice at an interval of approximately eight months. A questionnaire was designed comprising measures of adolescent general self-concept, academic self-concept in English, self-esteem, interrelations within the sample group, attitudes to learning English, and the role of the teacher. Two standard achievement tests measured academic performance. The data demonstrated a high correlation between the matching area of academic self-concept in English and the teacher’ s role, moderate and negative correlation between academic achievement and the need for leadership, and a moderate correlation between personal status in the group and academic achievement and preference to working with a particular pair work partner. The findings also indicated a high correlation between the two achievement tests but the data did not support the assumption that self-esteem would change over the eight-month period ; rather self-esteem remained stable. The contributing factors to performance and academic self-concept were the students’ actual ability, the time spent on studying and the intensity of effort, and the quality and timing of the teacher’ s feedback to academic performance.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA