Does Self- Concept and Motivation in High School Predict Future Success via Readiness in First Year Undergraduate Students?
An important part of the daily routine for university students involves completing their coursework as they work towards their degree. Feelings of self-confidence and competence are essential for university students growth and subjective well-being (Levesque, Stanek, Ryan, Zuehlke, 2004). Levesque et al. (2004) stated that at every educational level, students who experience greater need satisfaction appear to be better adjusted in the classroom and in life, demonstrate greater internalization of school-related regulations, exhibit enhanced performance, and report more intrinsic motivation than those who find these needs dissatisfied in school (p.68). The primary goal of this thesis was to establish correlation links between selfconcept, motivation and success in university. Further, an endeavor of this thesis was to determine if success in university could be predicted from self-concept and motivation in an undergraduate sample of Mount Saint Vincent University students. Several correlations were found and revealed some very interesting information regarding associations between motivation, self-concept and success. However, no statistically significant multiple regression analyses were discovered which suggests that in this sample success in university cannot be predicted from motivation or self- concept. Results are discussed in terms of the significant correlations and ideas for research and further exploration are addressed.
Academic achievement , Education , Motivation , Self-confidence , Psychology , Students , High school , Adolescence , Halifax , Nova Scotia , Self-perception