Le Concept De Soi Chez L’enfant Et Sa Relation Avec Les Performances Scolaires, étude Des élevés De 4eme Et De 5eme Année Fondamentales De L’école Des Frères Bernaou A Sétif

Abstract

The aim of the present study is to investigate the relationship that ties self-concept to academic achievement. This investigation is to be placed in the large frame of psychological theory and educational practice in the Algerian school system. Everybody would agree on the importance of a construct such as the self-concept in learning as well as teaching theories. No one doubts either the importance of a leaner self-conception, attitudes, needs and interests or their impact on the learner’s academic achievement and competence. A growing number of psychologists, educationalists and self-concept theorists are interested in the simultaneous, predictive as well as causal relationship between the learner’s emotional (affective) characteristics and his academic achievement. The purpose of this study is to relate pupils’ self-concept and teacher ratings of pupils self-concept to academic achievement in view to determine the importance of affective aspects of personality on the academic outcome of learners. 247 pupils coming from fourth and fifth grades of Barnaoui Brothers Basic School in Sétif were assessed with the self-perception profile and their G.P.A, maths, reading, writing, foreign languages, and sciences scores were ascertained from school records. Statistical analyses of self-concept ratings and academic scores were found to be correlated. This study, undertaken in an Algerian context, confirms the importance of affective factors on learning and furthermore asks for progress in recognizing the considerable list of factor entering into educational practice for efficient teaching and better understanding and learning of relevant knowledge, skills and attitudes.