1887

n Education as Change - Scholastic achievement : the contribution of self-concept and time concept

This is currently unavailable for purchase.

 

Abstract

Unemployment, poor learner performances in the South African Grade 12 examinations and the urgent need for higher achievement in a modern technological society make greater demands on educators and learners. There is a need to identify some of the factors contributing towards higher scholastic achievement, two of which may be the self-concept and the time concept of learners. During an empirical investigation whereby a sample of 1, 436 grade eight, ten and twelve learners were involved, the focus was on the self- and time concept of the learners in relation to their scholastic achievement. Differences were found between high and low achievers in terms of their self-concept and differences were also found between high and low achievers in terms of their time concept. Furthermore, relationships were found between the self- and the time concept of high achievers and relationships were found between the self- and the time concept of low achievers. Hence, these results establish that the self- and the time concept of the learner contribute towards his/her scholastic achievement.

Loading

Article metrics loading...

/content/edchange/7/2/EJC31663
2003-12-01
2016-12-03
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error