A Comparative Study on Elementary School Children Academic Motivation and Academic Self-Concept

The purpose of this study was to investigate Haryana and Bihar elementary school children academic motivation and academic self-concept. The analysis was based on 400 (200 Haryana, 200 Bihar) elementary school children. Academic Motivation Scale and Academic Self-concept Scale were used as measuring instruments. The results showed that there was a statistical significant on most of the dimensions of academic motivation and academic self-concept in both states. Results indicate that elementary school children of Bihar were better in all of the dimensions of academic motivation and academic self-concept. Z values indicated significant differences in intrinsic motivation- to know, intrinsic motivation- to experience simulation, extrinsic motivation- introjected and an amotivation dimensions while non-significant difference was observed in intrinsic motivation- towards accomplishment, extrinsic motivation-identified and extrinsic motivation-external regulation dimensions between elementary school children of Haryana and Bihar. Result further indicated that significant differences in most of the academic self-concept dimensions that is academic abilities, academic interest, academic interactions and academic effort dimensions while non-significant differences were observed in study, examination, curriculum and academic future dimensions between elementary school children of Haryana and Bihar.