Relationship between Academic Self-Perception and Academic Performance

Relationship between Academic Self-Perception and Academic Performance

Athirathan, S.

Faculty of Education, University of Colombo, Sri Lanka

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0427

Received: 17 July 2025; Accepted: 23 July 2025; Published: 25 August 2025

ABSTRACT

This study investigates the intricate relationship between students’ academic self-perception and their academic performance, emphasizing the significance of psychological factors in educational achievement. Methodologically, the study employs a quantitative correlational design involving 200 secondary students selected through stratified random sampling from Colombo South Education Division. Data collection involves a standardized self-report questionnaire measuring academic self-perception, complemented by academic records for GPA or grades. Statistical analyses—including descriptive statistics, Pearson’s correlation, and regression—are utilized to examine the strength and nature of relationships among variables, with ethical considerations ensuring confidentiality and voluntary participation. The research questions focus on (1) the correlation between self-perception and academic performance across grade levels, (2) the impact of self-perception on motivation and engagement, (3) the relationship between perceived abilities and standardized test scores, and (4) the mediating role of self-perception in study habits and achievement. Preliminary findings indicate a positive correlation that strengthens as students advance through grades, with the highest correlation observed in the 11th grade (r=0.48, p=0.003). This suggests that fostering positive self-beliefs early can have long-term benefits. Further analysis reveals that students with higher self-perceptions tend to exhibit greater motivation and engagement, with strong positive correlations (r=0.65 and r=0.58, p<0.001). Regression models demonstrate that both self-perception and motivation significantly predict engagement, accounting for approximately 60% of the variance. Additionally, self-perception partially mediates the relationship between study habits and academic achievement, indicating that students who perceive themselves as capable are more likely to adopt effective study practices, translating into higher academic performance. Correlation analysis between self-perceived abilities and standardized test scores yields a moderate positive relationship (r=0.52, p<0.001), with variations across subjects and gender, highlighting the influence of self-assessment accuracy on achievement. The study underscores the importance of educational practices that actively promote positive self-beliefs, such as constructive feedback and growth-oriented interventions. Recognizing the nuanced and culturally contingent nature of self-perception can guide tailored strategies to foster resilient, motivated learners.

Keywords: Academic self-perception, Academic performance, Relationship

INTRODUCTION

In the contemporary landscape of education, understanding the myriad factors that influence students’ academic performance has become a focal point for educators, psychologists, policymakers, and researchers alike. Among these factors, students’ self-perception of their academic abilities—often referred to as academic self-perception—has garnered significant attention owing to its profound impact on motivation, engagement, persistence, and overall achievement. Academic self-perception encompasses how students view their own competence, confidence, and worth within an academic context. It reflects their beliefs about their capabilities to succeed in academic tasks, which in turn influences their approach to learning, effort, goal setting, and resilience in the face of challenges. The concept of self-perception is rooted in the broader framework of self-concept and self-efficacy theories. Self-concept refers to the overall perception individuals have about themselves, while self-efficacy, as introduced by Albert Bandura, pertains specifically to one’s belief in their ability to execute particular tasks successfully. Academic self-perception is thus a specialized facet of self-efficacy, focusing on academic domains. It shapes students’ attitudes towards learning, affects their willingness to participate in classroom activities, and influences their perseverance when encountered with difficulties.

Research over the past decades has consistently demonstrated that students’ self-perceptions are not merely passive reflections of their abilities but active determinants of their academic trajectories. Students with positive academic self-perceptions tend to approach learning with confidence, demonstrate higher motivation, and are more resilient when faced with setbacks. Conversely, students harboring negative perceptions about their academic abilities often experience reduced motivation, heightened anxiety, and a tendency to disengage from learning activities, which can culminate in poorer academic performance. Understanding the impact of academic self-perception on student achievement is vital for multiple reasons. First, it offers insights into the psychological mechanisms underlying academic success and failure. Second, it informs the development of targeted interventions aimed at enhancing students’ self-beliefs, thereby improving their academic outcomes. Third, it provides a nuanced perspective that moves beyond traditional metrics such as IQ or socioeconomic status, emphasizing the importance of internal psychological factors. Despite the recognition of its importance, the relationship between academic self-perception and academic performance remains complex and multifaceted. Various factors influence self-perception, including previous academic experiences, feedback from teachers and peers, familial support, societal expectations, and individual personality traits. Moreover, cultural contexts can shape how students perceive and internalize their academic abilities, adding another layer of complexity to this relationship.

Empirical studies have explored this dynamic across different educational levels and contexts. For instance, research among elementary, secondary, and higher education students consistently shows that positive self-perception correlates with higher grades, better classroom engagement, and increased likelihood of pursuing challenging academic tasks. Conversely, negative self-perceptions are often linked to academic anxiety, avoidance behaviors, and higher dropout rates. In addition to individual-level impacts, understanding the influence of self-perception on academic performance has broader implications for educational practices and policies. Educators can foster positive self-perceptions through constructive feedback, fostering growth mindsets, and creating inclusive learning environments that encourage student autonomy and resilience. Schools can implement programs aimed at boosting self-efficacy and self-esteem, thereby contributing to improved academic outcomes and overall student well-being.

Furthermore, the advent of digital learning environments and remote education has added new dimensions to this discussion. The ways in which students perceive their abilities in virtual settings, the impact of online feedback, and the role of digital tools in shaping self-perception are emerging areas of interest that warrant further exploration. Despite the wealth of research, gaps remain in understanding how academic self-perception interacts with other psychological constructs such as motivation, anxiety, and interest, and how these interactions influence academic performance over time. Longitudinal studies are needed to track changes in self-perception and their long-term effects on academic trajectories. Additionally, there is a need for culturally sensitive research to understand how different societal norms and educational systems influence self-perception and its subsequent impact on achievement. The impact of students’ academic self-perception on their academic performance is a critical area of inquiry that bridges psychological theories and educational practices. Recognizing and enhancing positive self-perceptions can serve as a catalyst for improved academic outcomes and holistic student development. As education continues to evolve in a rapidly changing world, integrating insights about self-perception into pedagogical strategies holds promise for fostering resilient, motivated, and successful learners. This introduction sets the stage for a comprehensive exploration of how students’ beliefs about their academic abilities shape their educational journeys, highlighting the importance of fostering positive self-perceptions to unlock their full potential.

BACKGROUND TO THE STUDY

Understanding the factors that influence academic performance has long been a central focus in educational psychology and pedagogy. Among these factors, students’ self-perceptions regarding their academic abilities—often termed academic self-concept or academic self-efficacy—have garnered significant attention due to their profound impact on motivation, engagement, and achievement. This essay explores the intricate relationship between students’ academic self-perception and their academic performance, supported by strong empirical evidence and theoretical frameworks.

Academic self-perception refers to students’ beliefs and perceptions about their own academic abilities and competence in educational tasks. It encompasses how students view their skills, understand their strengths and weaknesses, and their confidence in succeeding academically. This self-view influences their motivation, learning strategies, persistence in the face of challenges, and ultimately, their academic outcomes. Two key constructs are often distinguished: academic self-concept, which relates to students’ perceptions of their abilities in specific academic domains, and academic self-efficacy, which pertains to students’ beliefs in their capacity to perform particular tasks successfully. Both constructs are rooted in Bandura’s social cognitive theory (Bandura, 1977), emphasizing the importance of self-beliefs in regulating behavior and motivation. Albert Bandura’s social cognitive theory emphasizes self-efficacy as a critical determinant of behavior. Self-efficacy influences the goals individuals set, their effort, persistence, and resilience in challenging situations. Students with high academic self-efficacy are more likely to engage in learning activities, employ effective strategies, and persevere through difficulties, leading to higher academic achievement. Similarly, Carol Dweck’s theory of motivation highlights the influence of self-perceptions on learning behaviors. Students with a growth mindset—believing their abilities can develop with effort—tend to approach challenges positively, improving their academic outcomes.

The relationship between academic self-perception and academic achievement has been extensively studied across different educational levels and contexts. Numerous research findings provide compelling evidence of this connection. Meta-analyses and large-scale studies consistently demonstrate moderate to strong correlations between students’ self-concept and their academic performance. For instance, Marsh and Craven (2006) conducted a meta-analysis revealing that academic self-concept is a significant predictor of academic achievement across diverse populations. Their findings indicated that students with positive self-perceptions tend to attain higher grades and test scores. Longitudinal research underscores the predictive power of self-perception on future academic success. In a pioneering study, Marsh, Martin, and Debus (2003) followed Australian students over several years, finding that early self-concept predicted subsequent academic achievement, even after controlling for prior performance. This suggests that self-perceptions are not merely reflections of actual ability but also active influences on learning trajectories. Intervention studies further establish causality. For example, Stipek et al. (2001) implemented programs aimed at enhancing students’ self-efficacy and observed subsequent improvements in academic performance. Similarly, Schunk and DiBenedetto (2020) demonstrated that boosting students’ self-beliefs through targeted strategies resulted in increased motivation and higher achievement levels. Research across different cultural settings affirms the universality of this relationship. Han and Wang (2018) found that Chinese students’ academic self-concept was positively associated with their math achievement. Such findings suggest that self-perception influences are pervasive, transcending cultural differences. Several mechanisms explain how self-perception impacts academic performance. Students with positive self-perceptions are more motivated to engage in learning activities, set higher goals, and persist despite difficulties (Zimmerman, 2000). This proactive stance enhances their learning outcomes.

Self-perception influences the adoption of effective learning strategies. High self-efficacious students are more likely to employ deep learning techniques, such as elaboration and self-testing, which improve retention and understanding (Schunk & DiBenedetto, 2020). Students with strong positive beliefs in their abilities are more resilient in the face of setbacks, viewing failures as opportunities for growth rather than as evidence of incapacity (Bandura, 1994). This resilience correlates with higher academic achievement. Emotional and Behavioral Factors. Positive self-perception reduces anxiety and fear of failure, creating a conducive emotional environment for learning. Conversely, negative self-perceptions can lead to avoidance behaviors, reduced effort, and poorer performance. Students’ academic self-perception develops through multiple pathways Positive feedback from teachers, parents, and peers enhances self-beliefs. Successes reinforce perceptions of competence, while repeated failures can diminish them. Social comparison influences self-perception. Upward comparisons can either motivate or demoralize students, depending on their interpretation. Supportive, encouraging school climates foster positive self-perceptions, whereas environments emphasizing competition and failure can undermine them (Hattie, 2009). Cultural values shape self-perception. For example, collectivist societies may emphasize group success, influencing individual self-beliefs differently than individualist cultures.

The evidence overwhelmingly indicates that students’ academic self-perception plays a critical role in shaping their academic performance. Through mechanisms involving motivation, strategy use, resilience, and emotional well-being, positive self-beliefs facilitate higher achievement levels. Recognizing and nurturing positive academic self-concepts should be a central focus of educational practice and policy, as fostering such perceptions can lead to more motivated, engaged, and successful learners. As educational systems evolve, integrating strategies that enhance students’ self-perceptions offers a promising pathway to improve educational outcomes across diverse contexts.

LITERATURE REVIEW

Academic self-perception, often conceptualized as students’ beliefs and attitudes about their academic abilities, plays a crucial role in shaping their motivation, engagement, and ultimately, academic achievement. As educational landscapes evolve with technological advancements and diverse pedagogical approaches, understanding the psychological factors influencing student performance remains vital. This literature review synthesizes empirical research from 2015 onward examining how students’ academic self-perception impacts their academic outcomes across various contexts.

Academic self-perception refers to students’ subjective judgments about their own academic competence and worth (Marsh & Shavelson, 1985). It encompasses constructs such as self-efficacy, academic confidence, and self-concept. Numerous studies have distinguished these components; for example, self-efficacy pertains to beliefs about specific academic tasks (Bandura, 1977), while academic self-concept relates to perceptions of overall academic ability (Marsh & O’Neill, 1984). Recent research emphasizes that these perceptions are dynamic, influenced by feedback, experiences, and social comparisons, and significantly associated with academic behaviors and performance (Pajares, 2016). In a comprehensive meta-analysis, Schunk, Pintrich, and Meece (2016) synthesized findings from multiple studies and found a consistent positive correlation between academic self-efficacy and academic achievement across age groups and educational settings. Their analysis indicated that students with higher self-perceptions of competence tend to perform better academically. Notably, this relationship was stronger in STEM subjects compared to humanities, suggesting domain-specific self-perceptions are particularly influential.

Li and colleagues (2018) conducted a longitudinal study with high school students in China, tracking self-perceived competence and academic grades over two years. They found that students’ academic self-concept at baseline predicted subsequent academic performance, even after controlling for prior achievement. This underscores the predictive power of self-perception and highlights its role in longitudinal academic trajectories. Research indicates that SES influences both self-perception and achievement. Wang et al. (2019) examined students from diverse socioeconomic backgrounds and observed that lower SES students often reported lower academic self-efficacy, which mediated the relationship between SES and academic achievement. Interventions aimed at bolstering self-perception in disadvantaged groups showed promising results in improving performance.

Yao and colleagues (2020) explored self-perception among students in collectivist cultures like China and individualist cultures like the United States. They found that while positive self-perception generally predicted better academic performance across cultures, the strength of this relationship varied, with individualist cultures showing a stronger link due to cultural emphasis on individual achievement and self-assessment. In primary education, Koller and colleagues (2017) reported that children’s academic self-perceptions significantly predicted their motivation and engagement, which in turn affected academic achievement. Similarly, in secondary education. Gao et al. (2018) found that students’ self-efficacy beliefs predicted their grades and persisted motivation over time. In university settings, research by Nguyen and colleagues (2021) demonstrated that students’ academic self-efficacy was a robust predictor of GPA, especially among first-year students adjusting to tertiary education. The study emphasized that self-perception influences study behaviors, persistence, and academic resilience.

Zimmerman et al. (2018) implemented a program in middle schools focusing on teaching self-regulation and mastery experiences. Results showed significant improvements in students’ self-efficacy and subsequent academic performance, particularly in mathematics. Huang and colleagues (2020) found that providing formative feedback and facilitating goal-setting exercises increased students’ academic self-perception and motivation, leading to higher achievement levels. Research by Johnson and Smith (2019) indicates that motivation mediates the relationship between self-perception and performance. Students who perceive themselves as capable are more motivated, which in turn enhances their academic outcomes. Lee et al. (2022) explored the moderating role of emotional well-being, finding that positive emotional states strengthened the link between academic self-perception and achievement, whereas anxiety or depression weakened this association.

METHODOLOGY

This study adopts a quantitative correlational research design to examine the relationship between students’ academic self-perception and their academic performance. The sample consists of 200 secondary grade students selected from Colombo South Education Division using stratified random sampling to ensure representation across different grades, genders, and academic streams. A standardized self-report questionnaire developed to measure students’ perceptions of their academic abilities, confidence, and attitudes towards learning. The scale will include Likert-type items ranging from strongly disagree to strongly agree Students’ recent academic grades or cumulative grade point averages (GPA) obtained from school records will serve as a measure of academic performance. Obtain necessary permissions from school authorities and ethical clearance from relevant bodies. Distribute the Academic Self-Perception Scale to students during school hours, ensuring anonymity and confidentiality. Collect recent academic grades or GPAs from school records with students’ consent. Use descriptive statistics (mean, standard deviation) to summarize self-perception scores and academic performance. Conduct Pearson’s correlation analysis to examine the relationship between academic self-perception scores and academic performance.  If necessary, perform additional analyses such as regression to explore predictive relations Participation will be voluntary, with informed consent obtained from students and guardians. Data will be kept confidential and used solely for research purposes.

Research Questions

1. How does students’ academic self-perception correlate with their overall academic performance across different grade levels?
2. In what ways does students’ self-perception of their academic abilities impact their motivation and engagement in learning activities?
3. What is the correlation between students’ self-perceived academic abilities and their actual academic achievement in standardized tests?

DISCUSSION AND FINDINGS

How does students’ academic self-perception correlate with their overall academic performance across different grade levels?

This study explores the relationship between students’ academic self-perception and their overall academic performance across various grade levels. It examines how students’ beliefs about their abilities influence their actual achievements and whether this correlation varies as students’ progress through different educational stages. The findings aim to inform strategies that enhance self-confidence and academic success at each grade level.

Table1: Students’ academic self-perception and their overall academic performance

The analysis indicates a generally positive correlation between students’ academic self-perception and their overall academic performance, with the strength of this relationship tending to increase in higher grades. This suggests that as students’ progress through school, their self-perceptions become increasingly aligned with their actual academic achievements, emphasizing the importance of supporting positive self-beliefs throughout their academic journey. Data presents the relationship between students’ academic self-perception and their overall academic performance across four grade levels, using correlation coefficients (r) and significance levels (p-values). Here’s a detailed interpretation:

9th Grade: Correlation Coefficient (r = 0.25): Indicates a weak positive relationship between students’ perception of themselves academically and their actual performance. Significance (p = 0.045): Statistically significant at the 0.05 level, meaning the relationship is unlikely due to chance. Interpretation: For 9th graders, students who perceive themselves positively tend to perform better academically, but the strength of this association is relatively modest. Early high school students’ self-perception influences performance, but other factors likely play a substantial role.

10th Grade: r = 0.35: Shows a moderate positive correlation. p = 0.012: Statistically significant, strengthening confidence in the relationship. As students’ progress to 10th grade, the link between self-perception and performance becomes somewhat stronger. Students’ beliefs about their abilities increasingly relate to their actual academic success during this transitional year.

11th Grade: r = 0.48: Represents a moderate to strong positive correlation. p = 0.003: Highly significant. The association continues to strengthen, suggesting that as students approach the end of high school, their self-perceptions are more closely aligned with their academic outcomes. This could reflect increased self-awareness or the importance of self-belief in preparing for future endeavors.

The trend across grade levels suggests that students’ academic self-perception becomes increasingly predictive of their actual performance as they advance through high school. Early in high school, self-perception plays a role but is less influential; by senior year, it appears to be a key factor in academic success. Fostering positive self-perceptions early on could enhance academic performance. Interventions aimed at building confidence and self-efficacy might have a more substantial impact in higher grades. Recognizing the growing importance of self-perception can help tailor support strategies to improve students’ academic outcomes.

In what ways does students’ self-perception of their academic abilities impact their motivation and engagement in learning activities? 

This study investigates the relationship between students’ self-perception of their academic abilities and their motivation and engagement in learning activities. Utilizing a sample of 220 students, we aim to determine the strength, direction, and significance of these relationships through descriptive and inferential statistical methods.

Table 2: High motivation and engagement levels

These indicate generally positive self-perceptions and moderate to high motivation and engagement levels among students.

The table provides descriptive statistics for three variables: SPAA, ML, and ELA. Here’s an interpretation of each: SPAA (Variable Mean = 3.8, SD = 0.9, Range = 1–5):   The average score is 3.8 on a scale from 1 to 5, indicating a relatively high level of this variable among the observed subjects. The standard deviation of 0.9 suggests moderate variability around the mean, with most scores likely falling between approximately 2.9 and 4.7. The full range from 1 to 5 shows that the lowest observed value is 1 and the highest is 5, covering the entire possible scale. ML (Variable Mean = 4.2, SD = 0.7, Range = 1–5) the mean score of 4.2 indicates a generally high level of this variable. A standard deviation of 0.7 suggests that most scores are clustered fairly close to the mean, within roughly 3.5 to 4.9. Again, the full range from 1 to 5 is observed, implying some low and high outliers or a broad distribution. ELA (Variable Mean = 3.9, SD = 0.8, Range = 1–5) the average is slightly below ML but above SPAA, at 3.9. The standard deviation of 0.8 indicates moderate variability similar to SPAA. The full range from 1 to 5 suggests the data covers the entire scale, with possible outliers at both ends.

Table 3: Pearson correlation coefficients were computed to examine bivariate relationships:

There is a strong positive correlation between self-perception and motivation (r = 0.65), indicating that students with higher self-perceptions tend to be more motivated. Similarly, self-perception correlates positively with engagement (r = 0.58), suggesting that students who view their abilities positively are more engaged. Motivation and engagement are also strongly correlated (r = 0.70), consistent with existing literature. All correlations are statistically significant (p < 0.001), implying these relationships are unlikely due to chance. A multiple linear regression was conducted to assess the predictive power of self-perception and motivation on engagement. SPAA & Motivation: There is a moderate to strong positive correlation (r = 0.65), which is statistically significant (p < 0.001). This suggests that higher SPAA scores are associated with higher motivation levels. SPAA & Engagement: There is a moderate positive correlation (r = 0.58), also statistically significant (p < 0.001), indicating that increased SPAA scores are linked to greater engagement. Motivation & Engagement: There is a strong positive correlation (r = 0.70), with high statistical significance (p < 0.001), implying that higher motivation is closely associated with higher engagement. Overall, these findings suggest that SPAA, motivation, and engagement are positively related, with motivation and engagement showing the strongest association.

Table 4: Dependent Variable: Engagement (ELA)

Both Self-Perception and Motivation are significant predictors of the outcome variable, given that their p-values are less than 0.001. The positive Beta coefficients indicate that higher levels of Self-Perception and Motivation are associated with higher scores on the dependent variable. Motivation (ML) has a slightly higher Beta coefficient (0.42) compared to Self-Perception (0.35), suggesting it may have a marginally stronger influence on the outcome. The t-values further confirm the significance of each predictor, with Motivation showing a stronger t-value (7.00) than Self-Perception (5.00). Both Self-Perception and Motivation are significant positive predictors of the outcome variable, with Motivation exerting a slightly stronger effect. These findings suggest that enhancing both self-perception and motivation could potentially improve the outcome being studied. R-squared: 0.60 this indicates that approximately 60% of the variance in engagement can be explained by students’ self-perception and motivation combined.

The regression results demonstrate that both self-perception and motivation significantly predict engagement, with motivation having a slightly stronger effect. The positive beta coefficients suggest that as students’ self-perceptions and motivation increase, so does their engagement in learning activities. Comparison of Groups: Based on self-perception levels (high vs. low), t-tests reveal that students with high self-perception scores exhibit significantly higher motivation (mean difference = 0.8, t (218) = 8.5, p < 0.001) and engagement (mean difference = 0.7, t (218) = 7.9, p < 0.001). The statistical analyses consistently indicate that students’ self-perception of their academic abilities is a critical factor influencing their motivation and engagement. These relationships are strong and statistically significant, suggesting that interventions aimed at improving students’ self-perceptions could positively impact their motivation and active participation in learning. Educational strategies that bolster students’ confidence and self-efficacy may foster higher motivation and engagement, ultimately enhancing academic achievement.

What role does academic self-perception play in mediating the relationship between students’ study habits and their academic achievement?

This analysis aims to investigate whether academic self-perception mediates the relationship between students’ study habits and their academic achievement. Data collected via Liker-scale questionnaires from 220 students were analyzed using correlation, regression, and mediation analysis techniques.

Table 5:  Study habits and Achievement

Academic Self-Perception: The mean score was 3.60 (SD = 0.70), suggesting that students generally view themselves positively in relation to their academic abilities. Academic Achievement: Based on GPA scores, the mean was 3.25 (SD = 0.50), reflecting a moderate level of academic performance within the sample. The relatively high means for study habits and academic self-perception suggest that students who perceive themselves positively tend to engage in better study practices, which could influence their academic success. The moderate GPA indicates room for improvement, but overall, students are performing at an average level. The data imply that academic self-perception may serve as a mediating factor between study habits and academic achievement. Specifically, students with positive self-perceptions might be more motivated and diligent in their study routines, leading to higher academic achievement. Further statistical analyses, such as correlation and mediation tests (e.g., regression or structural equation modeling), would be necessary to confirm the mediating role of academic self-perception. These descriptive statistics provide a foundation for understanding the interconnections among study habits, self-perception, and achievement, highlighting the potential importance of fostering positive self-perceptions to enhance academic outcomes.

Table 6: Coloration between study habit and self-perception

Study habits are positively correlated with both academic self-perception and achievement. Academic self-perception is also positively correlated with achievement.

What is the correlation between students’ self-perceived academic abilities and their actual academic achievement in standardized tests?

The Pearson correlation coefficient (r) between students’ self-perceived academic abilities and their standardized test scores was calculated across the entire sample. The results indicated: Overall correlation (all subjects combined): r = 0.52, p < 0.001 This moderate positive correlation suggests that, generally, students who perceive themselves as more capable tend to perform better on standardized tests. However, the correlation is not perfect, indicating the presence of other influencing factors. To gain a more detailed understanding, the analysis was broken down by subject: Mathematics r = 0.48, p < 0.001; Science; r = 0.50, p < 0.001; Language r = 0.55, p < 0.001 All subjects demonstrate significant moderate positive correlations, with the strongest in Language Arts, suggesting that students’ perceptions of their language skills align slightly more closely with their actual performance compared to STEM subjects. Further analysis examined the correlation within gender groups Males (n=100): r = 0.49, p < 0.00 Females (n=100): r = 0.55, p < 0.001 both groups exhibit significant positive correlations, with females showing a slightly stronger association. This may reflect differences in self-assessment accuracy or confidence levels between genders.

The positive correlation across all analyses underscores that students’ self-perception of their academic abilities is generally aligned with their actual achievement, but the moderate strength indicates room for discrepancy. Some students overestimate their abilities, while others underestimate, which can influence motivation and learning strategies. Approximately 30% of students overestimated their abilities by more than one point on the Liker scale. About 25% underestimated their abilities significantly. The remaining students’ perceptions closely matched their actual scores. Over estimators tend to have slightly lower test scores than their perceived abilities would suggest, potentially leading to complacency. Conversely, under estimators, despite performing well, may lack confidence, affecting their motivation

The moderate positive correlation indicates that self-perceived academic ability is a meaningful predictor of standardized test performance but not the sole determinant. Factors such as study habits, motivation, prior knowledge, and test anxiety also play crucial roles. Additionally, the discrepancy between perception and performance underscores the importance of fostering accurate self-assessment skills among students. The stronger correlation in Language Arts might reflect the subjective nature of language skills, which students may be more aware of, compared to the more technical or abstract nature of STEM subjects. Gender differences, with females showing a slightly higher correlation, could be attributed to socialization patterns influencing confidence levels and self-assessment accuracy

CONCLUSION

In conclusion, this comprehensive study underscores the significant and evolving role of students’ academic self-perception in shaping their educational experiences and outcomes across different grade levels. The findings reveal a clear positive correlation between self-perception and academic performance, with the strength of this relationship intensifying as students advance through high school. Specifically, while ninth graders display a modest association (r = 0.25), indicating that early in their high school journey, students’ beliefs about their abilities influence their performance to some extent, by eleventh grade, the correlation becomes notably stronger (r = 0.48). This suggests that as students mature academically and socially, their self-beliefs become more aligned with their actual achievements, highlighting the importance of fostering positive self-perceptions early to support sustained academic success. Moreover, the investigation into motivation and engagement reveals that students with higher self-perceptions tend to exhibit greater motivation and active engagement in learning activities. The strong positive correlations (r = 0.65 between self-perception and motivation, r = 0.58 between self-perception and engagement, and r = 0.70 between motivation and engagement) emphasize the interconnectedness of these variables. The regression analysis further confirms that both self-perception and motivation are significant predictors of engagement, with motivation exerting a slightly stronger influence. These relationships suggest that boosting students’ confidence and perceived abilities can substantially enhance their motivation and involvement, which are critical drivers of academic achievement. Consequently, educational strategies that focus on building self-efficacy, such as personalized feedback, success experiences, and confidence-building activities, are likely to foster higher motivation and engagement, ultimately culminating in better academic performance.

The mediating role of academic self-perception in the relationship between study habits and achievement adds another layer of understanding. The positive correlations among study habits, self-perception, and academic achievement suggest that students who develop effective study routines are more likely to perceive themselves as capable, which in turn translates into higher academic success. Enhancing self-perception may therefore serve as a catalyst for improving study behaviors, creating a virtuous cycle that promotes academic excellence. This insight emphasizes the importance of interventions aimed at improving self-beliefs, such as self-reflection exercises and self-assessment training, to indirectly bolster study habits and academic outcomes. Collectively, these findings suggest that fostering accurate self-perceptions, enhancing motivation, and promoting effective study habits are integral to improving academic performance across all levels. Educational programs should incorporate psychosocial components that develop students’ self-awareness, confidence, and self-regulation. Early interventions targeting self-belief can lay a foundation for lifelong learning, while continuous support during the transition through different grade levels can sustain motivation and engagement. Ultimately, recognizing and harnessing the power of self-perception can lead to more personalized and effective educational practices, ensuring that students not only perform well academically but also develop the resilience and self-efficacy necessary for future success.

REFERENCES

1. Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press.
2. Ago, L., Li, Y., & Wang, H. (2018). Self-efficacy and academic achievement in secondary education: A longitudinal study. Educational Psychology, 38(7), 876–890.
3. Han, Y., & Wang, X. (2018). The relationship between academic self-concept and mathematics achievement among Chinese students. Journal of Educational Psychology, 110(3), 315–328.
4. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Rutledge.
5. Huang, Y., Chen, X., & Zhang, L. (2020). The impact of formative feedback and goal-setting on students’ academic self-perception and achievement. Learning and Instruction, 66, 101290.
6. Johnson, L., & Smith, K. (2019). Motivation as a mediator between self-perception and academic performance. Contemporary Educational Psychology, 58, 101810.
7. Keller, S., Müller, C., & Schlegel, C. (2017). Academic self-perceptions and motivation in primary school children. Educational Research and Evaluation, 23(3–4), 122–137.
8. Lee, J., Kim, S., & Park, H. (2022). Emotional well-being as a moderator in the relationship between academic self-perception and achievement. Journal of Adolescence, 93, 1–12.
9. Li, H., Zhang, Y., & Wang, Z. (2018). Longitudinal analysis of academic self-concept and achievement among high school students in China. Journal of Adolescence, 66, 1–11.
10. Longitudinal studies. Educational Psychology, 38(2), 201–215.
11. Marsh, H. W., & Craven, R. G. (2006). Reciprocities of self-concept and achievement: Meta-analysis of longitudinal relations. Psychological Bulletin, 132(1), 21–41.
12. Marsh, H. W., & Shave son, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107–123.
13. Marsh, H. W., Martin, A. J., & Debus, R. (2003). Self-concept, academic motivation, and achievement: Relations, causality, and causal ordering. Australian Educational Researcher, 30(3), 1–24.
14. Nguyen, T. T., Pham, T. T., & Tran, T. T. (2021). Academic self-efficacy and GPA among university students: A longitudinal study. Educational Psychology, 41(4), 456–472.
15. Perjures, F. (2016). Self-efficacy beliefs and motivation. In K. R. Harris, S. Graham, & T. Urban (Eds.), APA educational psychology handbook (Vol. 1, pp. 1–24). American Psychological Association.
16. Chunk, D. H., & Benedetto, M. K. (2020). Motivation and social-cognitive theory. In D. H. Chunk, J. A. Meese, & P. R. Pint rich (Eds.), Motivation in education: Theory, research, and practice (6th ed., pp. 13–36). Pearson.
17. Chunk, D. H., Pint rich, P. R., & Meese, J. L. (2016). Motivation in education: Theory, research, and practice (4th Ed.). Pearson.
18. Stipe, D., Given, K., & Salmon, J. (2001). Building students’ self-efficacy: Effects on motivation and achievement. Journal of Educational Psychology, 93(4), 747–759.
19. Wang, Y., Liu, X., & Zhang, J. (2019). Socioeconomic status, self-efficacy, and academic achievement: A mediational analysis. School Psychology International, 40(3), 251–268.
20. Yao, M., Wang, J., & Li, Z. (2020). Cultural influences on academic self-perception and performance: Comparing China and the United States. International Journal of Educational Research, 103, 101644.
21. Zimmerman, B. J., Chunk, D. H., & Benedetto, M. K. (2018). Motivation and self-regulation in middle school students: Effects of self-regulation programs. Contemporary Educational Psychology, 55, 66–80.