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The Effects of Academic Self-concept and Organizational Factors on Academic Achievement

Year 2020, Volume: 9 Issue: 1, 26 - 35, 05.02.2020
https://doi.org/10.14686/buefad.609672

Abstract

University students’ achievement is influenced
by a number of factors. Academic self-concept and organizational factors are
among the significant ones. This study aims to investigate the effects of
academic self-concept and organizational factors on university students’
achievement and to discover whether this varies according to such variables as
gender, grade, place of accommodation, educational status of the parents, and
preference. The sample of the study consisted of the randomly selected 450
university students attending private and state universities in provincial
Ankara. The data were collected using Matovu Academic Self-Concept Scale and
Organizational Factors Scale. As a result of the study, it was found that
gender, the grade, the place of accommodation, administrative services and
practices, and physical setting and equipment positively affected student
achievement. Further studies are needed to investigate the combined effects of
the variables, including academic self-concept, thought to have an effect on
student achievement at university.          

https://orcid.org/0000-0001-5096-3233

References

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  • Arseven, A.D. (1986). Benlik tasarımı okul gelişimi ve başarısı ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, s. 18.
  • Awad, G. H. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal of Black Psychology, 33, 188-207.
  • Bowman, N. A. (2014). Conceptualizing openness to diversity and challenge: Its relation to college experiences, achievement, and retention. Innovative Higher Education, 39, 277–291. http://dx.doi.org/10.1007/s10755-014-9281-8.
  • Cantekin, Ö. F. (2015). Küreselleşme ve Eğitim: “Homo Economicus” Eğitim Anlayışının Dönüşümü. Akademik Hassasiyetler, 4(43-72).
  • Cantekin, Ö. F. & Gökler, R. (2019). Matovu akademik benlik kavrami ölçeği’nin Türkçeye uyarlanması. Turkish Studies Social Sciences, (14)4.
  • De Koning, B. B., Loyens, S. M. M., Rikers, R. M. J. P., Smeets, G., & Van der Molen, H. T. (2013). Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program. Studies Higher Education, 39, 835–847. http://dx.doi.org/10.1080/03075079.2012.754857.
  • Davis, J. A. (1966). The campus as a frog pond: An application of the theory of relative deprivation to career decisions of college men. The American Journal of Sociology, 72, 17−31.
  • De Wit, K., Heerwegh, D., & Verhoeven, J. C. (2012). Do ICT competences support educational attainment at university? Journal of Information Technology Education: Research, 11, 1–25.
  • Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53, 596–610. http:/ dx.doi.org/10.1353/csd.2012.0051.
  • Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53, 596–610. http:// dx.doi.org/10.1353/csd.2012.0051.
  • Dean, Raymond S. (1977). Effects of Self-concept on Learning with Gifted Children. The Journal of Educational Research. 70(6), 315-318, July/August.
  • Fenning, B., & May, L. (2013). “Where there is a will, there is an A”: Examining the roles of self-efficacy and self-concept in college students' current educational attainment and career planning. Social Psychology of Education, 16, 635–650. http://dx.doi.org/10.1007/s11218-013-9228-4.
  • Friedman, B. A., & Mandel, R. G. (2011). Motivation predictors of college student academic performance and retention. Journal of College Student Retention, 13, 1–15 http://dx.doi.org/10.2190/CS.13.1.a.
  • Frisby, C.L., & Tucker, C.M. (1993) Black children's perceptions of self: Implications for educators. The Educational Form, 57, 146-156.
  • Gibb, S.J., Fergusson, D.M., & Horwood, L.J. (2008). Gender differences in educational achievement to age 25. Australian Journal of Education, 52(1), 63–80. http://dx.doi.org/10.1177/000494410805200105.
  • Gibbison, G. A., Henry, T. L., & Perkins-Brown, J. (2011). The chicken soup effect: The role of recreation and intramural participation in boosting freshman grade point average. Economics of Education Review, 30, 247–257. http://dx.doi.org/10.1016/j.econedurev.2010.09.003.
  • Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and achievement: Developmental perspective on their causal ordering. Journal of Educational Psychology, 95,124-136.
  • Huang, F.L., 2010. The role of socioeconomic status and school quality in the Philippines: revisiting the Heyneman–Loxley effect. Int. J. Educ. Dev. 30 (3), 288–296, http://dx.doi.org/10.1016/j.ijedudev.2009.10.001.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Jansen, E. P. W. A., & Suhre, C. J. M. (2010). The effect of secondary school study skills preparation on first-year university achievement. Educational Studies, 36, 569–580. http://dx.doi.org/10.1080/03055691003729070.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemi. (9. Baskı). Ankara, TR: Nobel Yayıncılık.
  • Kaya, E., Bal, D.A., Sezek, F. ve Akın, M. (2005). Sınıf Ortamı ve Barınma Sorunlarından Kaynaklanan Olumsuzlukların Öğrenci Başarısı Üzerine Etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 7(2).41-51.
  • Koçbeker, D.V. (2007). Alâeddin Keykubat Yerleşkesinde Yurtlarda Barınan Öğrencilerin Sorunlarının Eğitimlerindeki Başarı Düzeylerine Etkisi (Yayınlanmamış Yüksek Lisans Tezi). Selçuk Üniversitesi Fen Bilimleri Enstitüsü, Konya.
  • Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54, 247–266. http://dx.doi.org/10.1353/csd.2013.0034.
  • Lau, K. L. & Chan D.W. (2001). Motivational Characteristics of Under-achievers in Hong Kong. Educational Psychology. 21,4, 417-430.
  • Lee, V.E., Zuze, T.L., Ross, K.N., 2005. School effectiveness in 14 Sub-Saharan African countries: links with 6th graders’ reading achievement. Stud. Educ. Eval. 31 (2–3), 207–246, http://dx.doi.org/10.1016/j.stueduc.2005.05.011.
  • Liu, W. C., & Wang, C. K. J. (2005). Academic Self-Concept: A Cross-Sectional Study of Grade and Gender Differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1), 20-27.
  • Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. J. Educ. Psychol. 79, 280–295.doi: 10.1037/0022-0663.79.3.280
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Koller, O., and Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Dev. 76, 397–416. doi: 10.1111/j.1467-8624.2005.00853.x
  • Marsh, H. W., ve Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: beyond seductive pleasure and unidimensional perspectives. Perspect. Psychol. Sci. 1, 133–163. doi: 10.1111/j.1745-6916.2006.00010
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., and Köller, O. (2007). The big-fish-little-pond effect: persistent negative effects of selective high schools on self-concept after graduation. Am. Educ. Res. J. 44, 631–669. doi: 10.3102/0002831207306728
  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319−350.
  • Marsh, H. W., Xu, M., & Martin, A. J. (2012). Self-concept: A synergy of theory, method, and application. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook. Theories, constructs, and critical issues (Vol. 1, pp. 427–458). Washington, DC, US: American Psychological Association.
  • Marshall, H. H. (1989). The development of self-concept. Young Children, July, 44-51.
  • Martorell, P., Stange, K., ve McFarlin Jr, I. (2016). Investing in schools: capital spending, facility conditions, and student achievement. Journal of Public Economics, 140, 13-29.
  • Matthews, J.S., Morrison, F.J., & Ponitz, C.C. (2009). Early gender differences in selfregulation and academic achievement. Journal of Educational Psychology, 101(3), 689–704. http://dx.doi.org/10.1037/a0014240.
  • Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A. D., Wolniak, G. C., Pascarella, E. T., et al. (2016). How college affects students: 21st century evidence that higher education works. San Francisco: Jossey-Bass.
  • Memduhoğlu, H. B., ve Tanhan, F. (2013). Üniversite öğrencilerinin akademik başarılarını etkileyen örgütsel faktörler ölçeğinin geçerlik ve güvenirlik çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 106-124.
  • Mihaela, P. L. (2015). Psychological factors of academic success. Procedia-Social and Behavioral Sciences, 180, 1632-1637.Newfield, J. & Virginia B. M. (1983). Achievement and Attitudinal Differences among Students in Regular, Remedial and Advanced Classes. The Journal of Experimental Education. 52, 45-56.
  • Nunez, A. M. (2009). Organizational effects on first-year students' academic outcomes at a new public research university. Journal of College Student Retention, 10, 525–541. http://dx.doi.org/10.2190/CS.10.4.g.
  • Organization for Economic Cooperation and Development (2008). Education at a glance 2008: OECD indicators. Paris: Centre for Educational Research and Innovation.
  • Organization for Economic Cooperation and Development (2017). PISA 2015 Results (Volume III): Students’ Well-Being. Paris: OECD Publishing.
  • Öner, U. (1987). Benlik gelişimine ilişkin kuramlar, Ed. B. Onur, Ergenlik Psikolojisi, II. Basım, Ankara: Hacettepe Taş Kitapçılık.
  • Pinxten, M., De Fraine, B., Van Damme, J., and D’Haenens, E. (2010). Causal ordering of academic self-concept and achievement: effects of type of achievement measure. Brit. J. Educ. Psychol. 80, 689–709. doi: 10.1348/000709910X493071
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Year 2020, Volume: 9 Issue: 1, 26 - 35, 05.02.2020
https://doi.org/10.14686/buefad.609672

Abstract

References

  • Arlı, E. (2013). Barınma Yerinin Üniversite Öğrencilerinin Kişisel ve Sosyal Gelişim ve Akademik Başarı Üzerindeki Etkilerinin Odak Grup Görüşmesi İle İncelenmesi. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 3(2).
  • Arseven, A.D. (1986). Benlik tasarımı okul gelişimi ve başarısı ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, s. 18.
  • Awad, G. H. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal of Black Psychology, 33, 188-207.
  • Bowman, N. A. (2014). Conceptualizing openness to diversity and challenge: Its relation to college experiences, achievement, and retention. Innovative Higher Education, 39, 277–291. http://dx.doi.org/10.1007/s10755-014-9281-8.
  • Cantekin, Ö. F. (2015). Küreselleşme ve Eğitim: “Homo Economicus” Eğitim Anlayışının Dönüşümü. Akademik Hassasiyetler, 4(43-72).
  • Cantekin, Ö. F. & Gökler, R. (2019). Matovu akademik benlik kavrami ölçeği’nin Türkçeye uyarlanması. Turkish Studies Social Sciences, (14)4.
  • De Koning, B. B., Loyens, S. M. M., Rikers, R. M. J. P., Smeets, G., & Van der Molen, H. T. (2013). Impact of binding study advice on study behavior and pre-university education qualification factors in a problem-based psychology bachelor program. Studies Higher Education, 39, 835–847. http://dx.doi.org/10.1080/03075079.2012.754857.
  • Davis, J. A. (1966). The campus as a frog pond: An application of the theory of relative deprivation to career decisions of college men. The American Journal of Sociology, 72, 17−31.
  • De Wit, K., Heerwegh, D., & Verhoeven, J. C. (2012). Do ICT competences support educational attainment at university? Journal of Information Technology Education: Research, 11, 1–25.
  • Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53, 596–610. http:/ dx.doi.org/10.1353/csd.2012.0051.
  • Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53, 596–610. http:// dx.doi.org/10.1353/csd.2012.0051.
  • Dean, Raymond S. (1977). Effects of Self-concept on Learning with Gifted Children. The Journal of Educational Research. 70(6), 315-318, July/August.
  • Fenning, B., & May, L. (2013). “Where there is a will, there is an A”: Examining the roles of self-efficacy and self-concept in college students' current educational attainment and career planning. Social Psychology of Education, 16, 635–650. http://dx.doi.org/10.1007/s11218-013-9228-4.
  • Friedman, B. A., & Mandel, R. G. (2011). Motivation predictors of college student academic performance and retention. Journal of College Student Retention, 13, 1–15 http://dx.doi.org/10.2190/CS.13.1.a.
  • Frisby, C.L., & Tucker, C.M. (1993) Black children's perceptions of self: Implications for educators. The Educational Form, 57, 146-156.
  • Gibb, S.J., Fergusson, D.M., & Horwood, L.J. (2008). Gender differences in educational achievement to age 25. Australian Journal of Education, 52(1), 63–80. http://dx.doi.org/10.1177/000494410805200105.
  • Gibbison, G. A., Henry, T. L., & Perkins-Brown, J. (2011). The chicken soup effect: The role of recreation and intramural participation in boosting freshman grade point average. Economics of Education Review, 30, 247–257. http://dx.doi.org/10.1016/j.econedurev.2010.09.003.
  • Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and achievement: Developmental perspective on their causal ordering. Journal of Educational Psychology, 95,124-136.
  • Huang, F.L., 2010. The role of socioeconomic status and school quality in the Philippines: revisiting the Heyneman–Loxley effect. Int. J. Educ. Dev. 30 (3), 288–296, http://dx.doi.org/10.1016/j.ijedudev.2009.10.001.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Jansen, E. P. W. A., & Suhre, C. J. M. (2010). The effect of secondary school study skills preparation on first-year university achievement. Educational Studies, 36, 569–580. http://dx.doi.org/10.1080/03055691003729070.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemi. (9. Baskı). Ankara, TR: Nobel Yayıncılık.
  • Kaya, E., Bal, D.A., Sezek, F. ve Akın, M. (2005). Sınıf Ortamı ve Barınma Sorunlarından Kaynaklanan Olumsuzlukların Öğrenci Başarısı Üzerine Etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 7(2).41-51.
  • Koçbeker, D.V. (2007). Alâeddin Keykubat Yerleşkesinde Yurtlarda Barınan Öğrencilerin Sorunlarının Eğitimlerindeki Başarı Düzeylerine Etkisi (Yayınlanmamış Yüksek Lisans Tezi). Selçuk Üniversitesi Fen Bilimleri Enstitüsü, Konya.
  • Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54, 247–266. http://dx.doi.org/10.1353/csd.2013.0034.
  • Lau, K. L. & Chan D.W. (2001). Motivational Characteristics of Under-achievers in Hong Kong. Educational Psychology. 21,4, 417-430.
  • Lee, V.E., Zuze, T.L., Ross, K.N., 2005. School effectiveness in 14 Sub-Saharan African countries: links with 6th graders’ reading achievement. Stud. Educ. Eval. 31 (2–3), 207–246, http://dx.doi.org/10.1016/j.stueduc.2005.05.011.
  • Liu, W. C., & Wang, C. K. J. (2005). Academic Self-Concept: A Cross-Sectional Study of Grade and Gender Differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1), 20-27.
  • Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. J. Educ. Psychol. 79, 280–295.doi: 10.1037/0022-0663.79.3.280
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Koller, O., and Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Dev. 76, 397–416. doi: 10.1111/j.1467-8624.2005.00853.x
  • Marsh, H. W., ve Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: beyond seductive pleasure and unidimensional perspectives. Perspect. Psychol. Sci. 1, 133–163. doi: 10.1111/j.1745-6916.2006.00010
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., and Köller, O. (2007). The big-fish-little-pond effect: persistent negative effects of selective high schools on self-concept after graduation. Am. Educ. Res. J. 44, 631–669. doi: 10.3102/0002831207306728
  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319−350.
  • Marsh, H. W., Xu, M., & Martin, A. J. (2012). Self-concept: A synergy of theory, method, and application. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook. Theories, constructs, and critical issues (Vol. 1, pp. 427–458). Washington, DC, US: American Psychological Association.
  • Marshall, H. H. (1989). The development of self-concept. Young Children, July, 44-51.
  • Martorell, P., Stange, K., ve McFarlin Jr, I. (2016). Investing in schools: capital spending, facility conditions, and student achievement. Journal of Public Economics, 140, 13-29.
  • Matthews, J.S., Morrison, F.J., & Ponitz, C.C. (2009). Early gender differences in selfregulation and academic achievement. Journal of Educational Psychology, 101(3), 689–704. http://dx.doi.org/10.1037/a0014240.
  • Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A. D., Wolniak, G. C., Pascarella, E. T., et al. (2016). How college affects students: 21st century evidence that higher education works. San Francisco: Jossey-Bass.
  • Memduhoğlu, H. B., ve Tanhan, F. (2013). Üniversite öğrencilerinin akademik başarılarını etkileyen örgütsel faktörler ölçeğinin geçerlik ve güvenirlik çalışması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 106-124.
  • Mihaela, P. L. (2015). Psychological factors of academic success. Procedia-Social and Behavioral Sciences, 180, 1632-1637.Newfield, J. & Virginia B. M. (1983). Achievement and Attitudinal Differences among Students in Regular, Remedial and Advanced Classes. The Journal of Experimental Education. 52, 45-56.
  • Nunez, A. M. (2009). Organizational effects on first-year students' academic outcomes at a new public research university. Journal of College Student Retention, 10, 525–541. http://dx.doi.org/10.2190/CS.10.4.g.
  • Organization for Economic Cooperation and Development (2008). Education at a glance 2008: OECD indicators. Paris: Centre for Educational Research and Innovation.
  • Organization for Economic Cooperation and Development (2017). PISA 2015 Results (Volume III): Students’ Well-Being. Paris: OECD Publishing.
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  • Pinxten, M., De Fraine, B., Van Damme, J., and D’Haenens, E. (2010). Causal ordering of academic self-concept and achievement: effects of type of achievement measure. Brit. J. Educ. Psychol. 80, 689–709. doi: 10.1348/000709910X493071
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ömer Faruk Cantekin 0000-0001-5096-3233

Publication Date February 5, 2020
Published in Issue Year 2020 Volume: 9 Issue: 1

Cite

APA Cantekin, Ö. F. (2020). The Effects of Academic Self-concept and Organizational Factors on Academic Achievement. Bartın University Journal of Faculty of Education, 9(1), 26-35. https://doi.org/10.14686/buefad.609672

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education