Self-concept amongst high and low achievers in a Hong Kong secondary school

Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.

Download Full-text

Anonymity of Response to Self-Evaluations: Are We Misinterpreting Self-Concept Research?

Psychological Reports ◽

10.2466/pr0.1996.79.3f.1187 ◽

1996 ◽

Vol 79 (3_suppl) ◽

pp. 1187-1194

Author(s):

David Watkins ◽

Sally Kemp

Keyword(s):

Hong Kong ◽

Secondary School ◽

Ability Grouping ◽

Chinese Students ◽

Self Esteem ◽

The Self ◽

Hong Kong Chinese ◽

Self Concept ◽

Ability Groups

This study investigated the possible effect of anonymity of response on the self-esteem of 289 12- and 13-yr.-old Hong Kong Chinese students in secondary school. Responses to the Self-description Questionnaire-1 by anonymous or non-anonymous groups differed according to the ability band of the students but not their gender. The higher the ability band, the higher was the tendency to report higher self-esteem in the anonymous condition. It is argued that researchers of self-concept may need to consider the implications of anonymity. In particular, the possibility of an interaction between anonymity and ability groups may well need to be taken into account when interpreting research into the influence of ability grouping on self-esteem.

Download Full-text

Comparative study of achievement motivation and self-concept of secondary school students

Indian Journal of Positive Psychology ◽

10.15614/ijpp.v9i01.11773 ◽

2018 ◽

Vol 9 (01) ◽

Author(s):

Naik Dinesh P. ◽

Ahirrao Kiran D.

Keyword(s):

Secondary School ◽

Achievement Motivation ◽

Secondary School Students ◽

Sampling Technique ◽

Simple Random Sampling ◽

Low Achievers ◽

High Achievers ◽

Self Concept ◽

School Students ◽

Significant Difference

The present study "Achievement Motivation and Self-concept of Secondary School Students" was investigated to find the comparison between Self-concept and Achievement Motivation of High Achievers and low Achievers of Secondary School Students. Data for the study were collected using Self-concept Questionnaire developed by Saraswath (1984) and Achievement Motive Test (ACMT) developed by Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 150 Secondary school students. For analyzing data "t" test were used. Findings revels the significant difference between High Achievers and Low Achievers in respect to Achievement Motivation and Self-Concept of Secondary School Students. Computed 't' = 1.34 dose not shows significant differences on achievement motivation, still high achievers scored high on achievement motivation than low achievers, whereas on self concept differences were found as 't'= 4.30 found significant at 0.01 level.

Download Full-text