ACADEMIC SELF CONCEPT AND ACADEMIC ACHIEVEMENT AMONG UNDERGRADUATES IN UNIVERSITIES OF PAKISTAN: A GENDER PERSPECTIVE
The paper discusses findings of the empirical research aimed at investigating the relationships of self-efficacy, self-esteem and academic self-concept with academic achievement among the undergraduates in universities of Pakistan considering gender as the main constituent effecting achievement. It describes literature, data and results relating to academic self-concept, which is defined as perception of our abilities, knowledge and comprehension within the academic environment influenced by academic motivation, competition, teacher preference, intelligence, and comprehension. The insight is built upon the confidence in our abilities and knowledge in relation to a particular task or domain including the efficiency of individuals to solve scholastic problems and coping with challenges. It has a crucial role in academic achievement. The sample of the study included 200 undergraduates from reputed universities of Pakistan providing data on a standardized instrument of Academic Self-Concept Scale (Ahmad, 1986). The findings revealed that academic achievement has a weak relationship with academic self-concept which is r = .172*. Undergraduates have moderate to high levels of academic self-concept with no significant gender differences found on the scale. Academic achievement was obtained by students’ cumulative grade point average (CGPA) as part of the questionnaire. The paper points to implications from gender and academic achievement stand point and offers useful recommendations in this direction.