Academic Self-concept and Academic Performance among Pre-Service Teacher Trainees

Academic self-concept is helpful for the students to evaluate their potentialities and bring out the students to be successful in their academic world. This study investigates the impact of self-concept on academic performance of pre-service teacher trainees. For data collection, a sample of 100 pre-service teachers consisting of 50 male and 50 female were selected randomly. Standardized Academic Self-Concept Scale prepared by Liu, Wang and Parkins (2005) was administered to collect data on self-concept. Scores secured by students in their academic examination considered as academic performance. To analyse the data, different descriptive statistical methods like mean, sd, correlation, t-ratio were employed. Analysis showed a negligible positive relationship between academic self-concept and academic performance. The study confirmed that self-concept has no impact on academic performance of pre-service teachers. In addition, findings also revealed no gender difference in academic self-concept among pre-service teacher trainees.