The Relationship between Self-Concept and Academic Achievement in African American Middle School Students: A Correlational Study
Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
Robert A DiTomasso, PhD, ABPP, Chairperson
Susan Panichelli Mindel, PhD
Leophus S King, PhD
The academic failure of African American children continues to be a critical issue of study within the social science disciplines (Cokley, 2003). African American middleschool students, in grades 5-8, were administered the Harter Self-Perception Profile for Children (SPPC) (Harter, 1985). The standardized scores gained from this measure were compared with the students' academic performance in school, as measured by report card grades, to determine if a relationship exists between ratings of self-competence and overall academic success in school. A correlational analysis was used to ascertain which aspects of self-competence, as measured by the Harter, were most correlated with academic achievement. Student open-ended responses, from six qualitative questions answered upon completion of the SPPC, were analyzed to determine if they revealed any specific cultural information that could provide additional insight into the relationship between self-concept and academic achievement in middle-school African American children. A discussion of the findings, their relevance for psychologists and educators, and recommendations for future study are provided.
Abdullah-Johnson, Umar R., "The Relationship between Self-Concept and Academic Achievement in African American Middle School Students: A Correlational Study" (2010). PCOM Psychology Dissertations. 233.