Page 248 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.

mation of their own potential leads to eventual underachievement (in rela-
tion to school work) and restricted career choices (cf. also Younger and War-
rington, 2005).

uncertainty
about
oneself

low global
self-concept

low
academic
self-concept

248

low student
achievement

low career
aspirations

dropping out
of school

Figure 11: Correlation between self-concept and student achievement
Source: Kelava, summarised from Zins et al., 2004; Westwood, 2003;
Weinstein, 2004; Nash and Lauder, 2010; Illeris, 2007; Reid, 2000
In discussions about the relationship between self-concept and academ-
ic achievement, the doubt raised in relation to this (which serves as a basis for
an interesting interpretation) must not be disregarded. Based on his studies of
relevant literature, analyses and meta-analyses, Bracken (2009) shows that in
spite of what is believed to be true, the proven or established correlation be-
tween academic achievement and self-concept is relatively low. However, he
does state one of the reasons for such study results could be the fact that some

student (under)achievement: perspectives, approaches, challenges