Pixel International Conferences

There are many different factors that self-concept if formed on. Those factors include such factors as teacher´s personality, classroom atmosphere, school grades, teaching material and so on. Self-concept related to educational process is known as the academic self-concept and is one of the main components of the general self-concept. The self-concept model created by Marsh and Shavelson in 1985 has hierarchic structure. The highest level of the self-concept is known as the general self-concept. It is divided into academic self-concept and non-academic self-concept. The academic self-concept contains mathematics self-concept, verbal self-concept and general school self-concept. Academic self-concept can be defined as the pupil's view of his / her intellectual ability compared to others. And therefore, the school self-concept depends on pupil´s school performance. The Self-Description Questionnaire - short form (SDQ-II-S) was the research tool used to measure pupil ‘s self-concept. The grades in math and mother language (Slovak language) as well as GPA (Grade Point Average) we had examined and compared. The research sample consisted of gifted pupils at secondary school. There is close relation between need for success and school self-concept. The satisfaction of this need participates on the formation of self-concept. Thus, the success rate can have both encouraging as well as discouraging effect on further performance.

Keywords: self-concept, academic self-concept, SDQ-II-S, secondary school;

References:

[1] Marsh, H.W., Shavelson, R. “Self-Concept: Its Multifaceted, Hierarchical Structure“, Educational Psychologist, 1985, 20(3), pp.107-123.
[2] Marsh, H.W., Ellis, L.A., Parada, R.H., Richards, G. & Huebeck, B.G. “A Short Version of the Self Description Questionnaire II: Operationalizing Criteria for Short-Form Evaluation With New Applications of Confirmatory Factor Analyses“, Psychological Assessment, 2005, 17(1), pp. 81-102.