Academic Self-concept and Academic Achievement: An Empirical Evidence from Kumbhakar Community Students at Secondary Level
DOI:
https://doi.org/10.52634/mier/2024/v14/i1/2586Keywords:
Academic Self-Concept, Academic Achievement, Kumbhakar Community Students, Secondary Level, Sustainable Development Goal 4Abstract
The study aims to evaluate the secondary-level academic achievement and self-concept of the pupils belonging to the traditionally impoverished potter caste of the Kumbhakar Community. A self-made questionnaire evaluates the impact of academic self-concept on academic achievement in schools. The sample consists of 100 secondary school students from three schools. Results reveal that Kumbhakar community students have a moderate academic self-concept in academic achievement, with no significant gender-based differences, guardian’s occupation, and educational level. A substantial disparity exists in academic self-concept among secondary-level students based on family type and Residence, as well as a low positive correlation between academic self-concept and achievement. Moreover, this study highlights how attaining Sustainable Development Goal 4 (Inclusive Education for All) can improve students’ academic self-concept and performance in impoverished or socioeconomically backward communities by developing positive attitudes within an elusive environment and crucial interventions facilitating robust acculturation.
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Copyright (c) 2024 Prasenjit Das, Payel Paul, Dr. Pranab Barman, Rituparna Acharyya, Niloy Pramanick
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