n Education as Change - Scholastic achievement : the contribution of self-concept and time concept
|Article Title||Scholastic achievement : the contribution of self-concept and time concept|
|© Publisher:||UNISA Press|
|Journal||Education as Change|
|Publication Date||Dec 2003|
|Pages||147 - 166|
|Keyword(s)||High achievers, Low achievers, Self-concept and Time concept|
ISI Social Science
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.
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