Self Concept Learning Styles Study Habits And Academic Achievement Of Adolescents In Kashmir A Study On Psychological Variables And Academic Achievement Of Adolescents In Kashmir PDF Download

This study, employing sequential explanatory mixed methods research design, examined: 1) the academic self-concept, academic motivation, and academic achievement of Indian immigrant adolescents in Canada in comparison to their peers in India; 2) the mediational role of academic motivation in the association between academic self-concept and academic achievement among Indian immigrant adolescents and Indian adolescents; and 3) the perspectives, beliefs, and recommendations of Indian immigrant adolescents and Indian adolescents in regard to classroom environments/instructional practices affecting their academic engagement and achievement. Surveys were administered among secondary students in Canada (N = 355) and India (N = 363) to assess their academic self-concepts, academic motivation, and academic achievement. Eight focus group interviews were conducted, four each in Canada and India, to glean the perceptions and views of Indian immigrant and Indian adolescents. Descriptive discriminant analysis (DDA) revealed that the Indian immigrant adolescents in Canada did not differ markedly from their counterparts in India. When non-standardized GPA scores were used, English and overall school GPAs and verbal self-concept were associated with group separation in DDA. When standardized GPA scores were used, however, verbal self-concept alone was associated with group separation in DDA. Mediation analyses indicated the mediational role of intrinsic motivation in the association between academic self-concept and academic achievement among Indian immigrant and Indian adolescents. Extrinsic motivation as well mediated the relations between academic self-concept and academic achievement for the Indian immigrant adolescents in Canada. Focus group discussions suggested that the Indian immigrant and Indian adolescents were primarily extrinsically motivated toward school and academics. Further, both the Indian immigrant and Indian adolescents perceived their classroom teachers as controlling rather than autonomy-supportive. Implications of the findings for educational practice and future research are discussed.