THE INTERPLAY AMONG SELF-CONCEPT, AUTONOMOUS ACADEMIC MOTIVATION AND ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS

Success in academic endeavor is usually aggregate grades obtained by students at various levels. There are many variables that may have an influence on students' ability to achieve academically, these includes cognitive and noncognitive factors. The literature on psychological assessment is flooded with studies on self-concept and motivation. Several studies support the belief that these constructs are strong facilitator of academic achievement or performance. Thus, a positive or negative change in self-concept and motivation tend to produce a commensurate change in academic achievement. This study therefore investigated the relationship among academic self-concept, autonomous academic motivation, and academic achievement of college students. A sample of 130 freshmen students participated in the study. The instruments for data collection were the College Students Academic Self-Concept Questionnaire (CSASCQ) and College Students Academic Motivation Inventory (CSAMI). Statistical analyses were performed to ascertain: (1) whether academic self-concept and academic motivation are significantly related to students' academic achievement, (2) whether there is any significant relationship between academic self-concept and academic motivation, and (3) whether self-concept and academic motivation are significant predictors of students' academic achievement. The findings of study showed that there is a significant positive relationship between academic self-concept and academic achievement; academic motivation and academic achievement; and academic self-concept and academic motivation. Consequently, both self-concept and academic motivation promote positive learning among students. Therefore, these constructs bring out the students' full potential and help them to be successful in their academic engagement.