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The
Relationship Between Self Concept And Home Climate On Academic Achievement Of
Children Studying In 12th Standard Of Meerut City |
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| Paper Id :
19297 Submission Date :
2024-10-04 Acceptance Date :
2024-10-12 Publication Date :
2024-10-14
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. DOI:10.5281/zenodo.13989771 For verification of this paper, please visit on
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| Abstract |
The present investigation
has been undertaken in order to study the relationship between self concept and
home climate on academic achievement of children studying in 12th standard of
Meerut city. A sample of 200 students from diverse backgrounds in the Meerut
city was selected by using a simple random sampling technique. The
statistical technique used was correlation and t-test. Self concept scale
prepared and validated by Raj Kumar Saraswat (2011), Home Environment Inventory
prepared and validated by Dr. Karuna Shankar Mishra (2012) were used for data
collection. The findings revealed that male students have high self concept and
better home environment in comparison to female students. Further, it revealed
that there is a significant and positive correlation between self concept and
academic achievement, home environment and academic achievement, respectively. |
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| Keywords | Self Concept, Home Environment, Academic Achievement, Diverse Background And Validated. | ||||||
| Introduction | Transitioning from infancy to adulthood is known as adolescence. There are alterations in social, emotional and cognitive domains. A more sophisticated, coherent, and self aware image of the young person emerges from these developments. The adolescent years are marked by increased receptivity to quick learning and crucial acquisitions that shape the overall character of adulthood. Self concept is a general term that describes how an individual views, assesses or perceives himself. Having an idea of oneself is equivalent to being aware of oneself. Rogers asserts that a person’s perception of themselves affects how they view their surrounding and themselves. Our view of our skills and individuality is known as self concept. Numerous studies have demonstrated that students who psychologically develop a good self concept during their academic phase are more successful in both social and emotional contexts and educational settings (Eccles, 2009; Harter, 2012; Nasir and Lin,2012;Chen et al.,2013). Thus developing a positive self concept from
early live may aid in the development of the strategies and abilities required
to face obstacles in life (Huang,2011).Research has also revealed a favourable
correlation between self concept and a variety of variables, including
increased and pro- social behaviours (Schwarzer and Fuchs,2009).An increased
and improved level of academic success (Salami and Ogundokun, 2009) and finally
improved general health (Mamta and sharma,2013).Instead of being innate, self
concept is something that is created or evolved by the individual by
interactions with their surroundings and reflections on those interactions. A child's growth is influenced by
both their home and social environments. The home environment has the biggest
impact on how a child behaves as they grow. Family members' educational
attainment affects a child's behaviour, knowledge, interests, moral principles
etc. (K.D.J. and Vaidharani, 2024). There is a strong bond and mutual reliance
among family members. Problems that impair teenagers’ ability to adjust socially,
emotionally, mentally and physically arise regularly. An individual's behaviour
and relationships are said to be shaped by their home environment. Children who
grow up in an atmosphere that is stimulating, supportive of their
accomplishments and loving will do better, as evidenced by several studies.
Adolescence is a time when these influences may reach their zenith because of
the profound influence that families and home environment have a young minds
(Bhowmik and Popat,2023). Research
and comprehension of the factors that are either directly or indirectly
connected to teenage academic success are crucial. For students, success entails academic achievement,
which need to be closely aligned with the foundations that support their future
achievements. A child’s ability to develop academically is crucial to achieving
their ideal and growth. It also refers to the state of a person's education and
application of newly acquired knowledge. The result of education is academic achievement,
which measures how well a learner instructor or institution has met their
learning objectives. Exams and ongoing assessments are frequently used to gauge
academic success, but opinions on the most effective methods to assess it and
whether to focus on declarative or procedural information, such as facts or
abilities, are divided. Significance
of the study A child’s
self concept is made up of all of his or her thoughts, emotions and behaviour.
A child's self concept aids in their understanding of their value, interactions
with others and areas of strength and weaknesses. The foundation of a
psychological self image is cognition, feeling and emotion. These are the
attributes and skills that influence how one adjusts to life’s circumstances,
like bravery, honesty, independence, self assurance, aspiration and many kinds
of abilities must be aware of each person's unique set of traits and
capacities. Studying one’s self has become increasingly important. Academic achievement
can be positively or negatively impacted by a student's home environment. A
child’s first educational environment is their home. A Infant is nursed and
raised in their cradle, which is their home. It creates circumstances
that make a certain behaviour easier. Parents can support their children at
home and in school. Children obtain greater grades and test scores when family
have a positive involvement in their education. Students in the senior
secondary class who were chosen for this study are the ones who will have to
make decisions about their future academic schedules. Senior secondary school
pupils are emotionally unstable and belong to the adolescent phase, which is
regarded as a time of stress and pressure. Their home setting is crucial to
finding solutions to their issues. Consequently, the researcher's stated goal
is “A relationship between self concept and home climate on academic
achievement of children studying in 12th standard of Meerut city”. Thus the
current investigation is started. |
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| Objective of study | The present study was designed with the following objectives
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| Review of Literature | Studies Related to self concept Martin and Maheswari (2022) examined the “Significance of self concept among the adolescent school students”. The study discovered that the respondent’s self concept and the number of years they spent in the institution did not significantly correlate. The respondents’ interest in sports and their self concept are significantly correlated. The respondent’s eating habits, self perception, opinions on the kind of development that schools showed provide, and health problems are not related. Their perceived levels of self concept are not significantly different based on the respondent’s birth order, gender or the variety of classes they studied etc. Kalam and Mehetre (2023) conducted “To study the affects of self concept on learning in adolescents”. The study came to the conclusion that academic success and self concept are strongly correlated. Positive self concept was found to be linked to higher academic accomplishment and better learning outcomes, whereas negative self concept was linked to lower academic achievement and worse learning outcomes. Shah (2023) explored “The relationship between self concept and life satisfaction among youth: A quantitative correlational study”. The finding showed that there was less variation in self concept scores than in life satisfaction ratings, and that the average self concept scores was higher than the average life satisfaction scores. The survey also discovered notable gender disparities in young people’s levels of life satisfaction and self concept. Dala and Kadian (2023) Conducted “A study of self concept in relation to self confidence among adolescent students”. According to the study, the majority of pupils have high degree of self concept. The study also discovered a strong relationship between teenage students’ self concept and degree of confidence. Studies
related to home environment Rana
and Padhiar (2021) examined “Home environment of adolescents studying in eighth
class in schools of Jammu district”. According to the findings, teenagers
from rural backgrounds thought their homes were better than those from
urban backgrounds. Nonetheless the eighth grade teenagers’ perceptions of their
home environments were not significantly influenced by their gender or type of
school they attended. When comparing government schools to private one, it
was discovered that the combined influence of gender and school type on how
pupils regarded their home environments was significantly favourable to female
government school students. Gender, school type and residential background were
found to have a substantial combined effect on teenagers’ perceptions of their
home environments. Kamini
(2023) carried out “Study of home environment of school going adolescents”. The
findings showed that there are no significant differences in terms of the
home environment, with the exception of permissiveness. Adolescent females have
higher mean scores than males. Jeslin and
Selvakumar (2023) had worked on “A study on home environment among higher
secondary students”. The findings showed that, regardless of gender, there was
a notable variation in the family environment of higher secondary pupils. Patel,
Singh and Vaishnav (2024) carried out “A review of the relationship between
home environment and academic performance among college students”. The
review focusses on the complex relationship between school outcomes and home
life. Studies related to academic achievement Periasamy (2021) had worked on “Problem solving skills on academic achievement of high school students”. Based on the students’ domicile, school type, and school location the current studies shows a substantial difference in the primary score of problem solving skills between the groups of secondary school students. The study also shows that secondary school pupils’ academic achievement and their capacity for problem solving are significantly correlated. Shafiuddin (2022) examined “Relationship between academic achievement and intelligence of class 10th students in rural schools”. The study’s conclusions indicate that scholastic success and intellect are related in Ramakrishnpur schools. Nanaware, and
Baviskar (2023) Worked on “A study on academic achievement in relation to
learning styles of senior secondary school students”. The results show that, at
34% auditory learning was the most common sensory modality used for learning,
followed by visual and kinaesthetic learning. There is a statistically
substantial (p<0.05) correlation between academic success and learning
style. In the combination of all (collaborative) learning styles, female
students dominated the class. Chapagai (2024) Identified the “Factors affecting the academic achievement of the students in community campuses”. The results showed that institutional factors, student teachers relationships, home related issues, campus amenities, the teaching learning environment and resources, and student habits all had a substantial impact on university students' academic progress. |
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| Hypothesis | Based on the objectives of the study the following null hypothesis were framed:- 1. There is no significant difference between mean score of self-concept of 12th standard male and female students of Meerut City. 2. There is no significant difference between mean scores of home climate of 12th standard male and female students of Meerut City. 3. There is no significant relationship between self- concept and academic achievement of 12th standard students of Meerut City. 4. There is no significant relationship between home climate and academic achievement of 12th standard students of Meerut city. |
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| Methodology | Method: The current study is classified as a survey method, which helps to explain the current state of affairs. Population of the study: The population for the present study includes 12th standard children from all inter colleges in Meerut city. Research tools- Following tools were used in the present study- 1. Self concept scale prepared and validated by R. K. Saraswat (2011). 2. Home Environment Inventory prepared and validated by Dr.Karuna Shankar Mishra (2012). |
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| Sampling |
Two hundred teenagers between the ages of 15-18 years
made up the study's representative sample. Sampling
Techniques The data was gathered by the
researcher using a random sample technique. |
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| Statistics Used in the Study | Mean, t-test and Karl Pearson product moment coefficient of correlation were used. Procedures of data collection- Student surveys were distributed as part of the exercise. To obtain original sources of data sample schools were visited. By visiting the selected school to distribute the questionnaires and then returning to pick them up from the head teacher’s letter after a certain amount of time the drop and pick technique was used to administer the questionnaires to all responders. A predetermined amount of time was allowed for the questionnaires to be gathered, and they were also distributed to a few known teachers from various schools. |
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| Analysis |
Null Hypothesis 1: There is no significant difference between mean score of self concept of 12th standard male and female students of Meerut city.
Table number 1 shows mean (142.57, 132.18) and SD(63.40,58.76) for male and female respectively. The t-value is 1.202 and table value is 1.97 at 0.05 level of significance. Our calculated value is less than table value. Therefore, it can be said that null hypothesis i.e. “There is no significant difference between mean score of self concept of 12th standard male and female students of Meerut city” is accepted. Null Hypothesis 2: There is no significant difference between mean score of home climate of 12th standard male and female students of Meerut City.
Table number 2 indicated that mean (211.06, 210.35) and SD (36.22, 37.26) for male and female respectively. The value of “t” is 0.137 and table value is 1.97 at 0.05 level of significance. Our calculated value is less than table value. Hence, null hypothesis i.e. “There is no significant difference between mean score of home climate of 12th standard male and female students of Meerut city” is not to be rejected. Hypothesis 3: There is no significant relationship between
self concept and academic achievement of 12th standard students of
Meerut city.
It is obvious from table number 3 that correlation coefficient between self concept and academic achievement is 0.440 and p-value for two-tailed test is 0.000, which is less than 0.01. Hence, it may be concluded that there is a positive correlation between self concept and academic achievement and that correlation is significant at the significance level of 0.01. Therefore, research hypothesis retained and null hypothesis is being rejected. The result of this study also supported by the findings of (Muhammad and Rafique, 2018; Kumari and Chamundeshwari, 2013; Jaiswal and Choudhuri, 2017; Manjunath, 2021 and Rani et al., 2023) that showed a significant positive relationship between the academic self concept and the academic achievement in their study. Null hypothesis 4: There is no significant relationship between home climate and academic achievement of 12th standard students of Meerut city.
**Correlation is significant at the 0.01 level (2 tailed) Table number 4 makes this
clear the P-value for the two tailed test is 0.000, which is less than 0.01 and
the correlation coefficient between home climate and academic achievement is
0.380. In the light of this, it can be said that there is a significant
positive association between academic achievement and home climate, with a
significance level of 0.01. As a result, the research hypothesis is accepted
whereas null hypothesis is rejected. The result of this study also supported by
Mimrot, 2016. |
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| Findings |
The findings of the study are as follows-
Implications of the study In summary it can be said that in order to fully developed an adolescent’s potential, intervention efforts should focus on both raising positive family settings and improving the adolescent’s sense of self. Additionally, teachers now have an obligation to support students from underprivileged homes by using a variety of intervention techniques to help these adolescents develop good self concepts. Learning effectively depends on having a positive self concept, common behavioural traits and active involvement in school related activities. It's also advised that teachers get upgraded so they can support students from underprivileged homes. |
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| Conclusion |
It is evident that
improving one’s sense of self is a crucial objective in and of itself, and that
one’s sense of self is a significant mediating factor that indirectly
influences a range of desirable outcomes, from succeeding academically to
living a successful life. Nonetheless, it is also evident that a student’s home
environment has a major impact on their academic progress. Therefore, parents
have a primary responsibility to provide a welcoming atmosphere for their children.
It is imperative that parents remain involved in their children’s academic
affairs and show them sufficient attention and interest in their potential to
improve their academic performance. |
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| Suggestions for the future Study | 1. Due to time constraints, this sample size is limited, however a large sample can be employed. 2. More variables can be added by researchers to see greater importance. 3. It is possible to gather data from various regions, district etc. |
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| Limitation of the Study | The delimitations of the present study are as follows: 1. The sample of the study restricted to 200 students. 2. The current study is delimited in terms of statistical techniques used. 3. The current study is restricted in terms of tool used, who have their own limitations. 4. The current study is the limited to variable used. |
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| References |
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