Perbezaan Konsep Diri Akademik dalam Kalangan Pelajar Aliran Kebolehan Tinggi, Sederhana dan Rendah

Authors

  • Melissa Ng Lee Yen Abdullah Universiti Sains Malaysia, Malaysia
  • Chiam Heng Keng Human Rights Commission of Malaysia, Malaysia

DOI:

https://doi.org/10.32890/mjli2007.4.3

Abstract

Kajian ini meneliti perbezaan konsep diri akademik dalam kalangan pelajar dalam aliran kebolehan tinggi, sederhana dan rendah. Ia turut mengkaji dua dimensi utama dalam konsep diri akademik iaitu konsep diri matematik dan konsep diri Bahasa Malaysia. Subjek kajian terdiri daripada 148 pelajar lelaki dan 102 pelajar perempuan Tingkatan II dari dua buah sekolah menengah yang terletak di pusat bandar negeri Melaka. Sembilan puluh tiga orang subjek adalah pelajar dalam aliran kebolehan tinggi, 84 orang subjek adalah pelajar dalam aliran kebolehan sederhana dan 73 orang subjek merupakan pelajar dalam aliran kebolehan rendah. Konsep diri akademik telah diukur dengan Self-Description Questionnaire II (Marsh, 1990). Dapatan ANOVA menunjukkan bahawa pelajar dalam tiga aliran kebolehan ini mempunyai konsep diri akademik yang berbeza secara signifikan iaitu semakin tinggi aliran kebolehan, semakin positif konsep akademik mereka. Hasil analisis ini memberi petunjuk bahawa penempatan pelajar dalam aliran kebolehan tertentu mungkin memberi kesan yang berbeza ke atas konsep diri akademik mereka. Namun, analisis lanjutan menunjukkan bahawa perbezaan dari segi konsep diri matematik dan Bahasa Malaysia mempunyai kaitan yang lebih rapat dengan pencapaian akademik pelajar dan bukannya aliran kebolehan yang diduduki.

 

References

Ames, C. (1978). Children achievement attributions and self-reinforcement: Effects of self-concept and competitive rewards structure. Journal of Educational Psychology, 70(3), 345-B55:

Atkins, J. T., & Ellsesser, J. (2003). Tracking: The good, the bad, and the questions. Educational Leardership, 61(2), 44-48.

Ayres, R., Cooley, E., & Dunn, C. (1990). Selfconcept attribution, persistence in learning-disabled students. Journal of School Psychology, 28, 153-163.

Bracken, B. A. (Ed.). (1996). Handbook of self-concept. United States of America: John Wiley & Sons, Inc.

MILI VOL. 4 (2007) www.mjli.uum.edu.my

Byrne, B. M. (1988). Adolescent self-concept, ability grouping, and social comparison: Reexamining academic track differences in high school. Youth and Society, 20, 46-67.

Byrne, B. M. (1984). The general/academic self-concept nomological work: A review of construct validation research. Review of Educational Research, 54, 427-456.

Chiam, H. K. (1994). Bringing up children in troubled times. Petaling Jaya: Pelanduk Publications.

Chiam, H. K. (1976). The effects of ability grouping on self-concept of adolescents. Journal Pendidikan, 10, 44-51.

Devellis, R. F. (1991). Scale Development. Newbury Patk, NJ: Saga Publications.

Fidley, W,, & Bryan, M. (1975). The pros and cons of ability grouping. Indiana: The Phi Delta Kappa Educational Foundation.

Gay, L., & Airasian, P. (2000). Educational research: Competencies for analysis and application, (6" ed.). Ohio: Merrill.

Guay, F.,, Boivin, M., & Marsh, H. W. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124-136.

Hallam, S., & Ireson, J. (2003). Secondary school teachers’ attitudes and beliefs about ability grouping, British Journal of Educational Psychology, 73, 343-356.

Hamacheck, D. E. (1971). Encounters with the self, New York: Holt, Rinehart & Winston.

Hattie, J. (1992). Se/fconcepts. Hillsdale, NJ: Erbaum.

Haynes, N. M., Lee, M. H., & Comer, J. P. (1998). Differences in self-concept among high, average and low achieving high school sophomores. Journal of Social Psychology, 128(2), 259-264.

House, D. J. (1994). The predictive relationship between academic self-concept, achievement expectations, and grade performance in college calculus. Journal of Social Psychology, 135(1), 111-112.

Ireson, J., Hallam, S., & Mortimore, P. (1999). Ability Grouping in the Secondary School: The Effects on Academic Achievement and Pupil’s Self-Efficacy. Kertas yang dibentangkan di British Educational Research Association Annual Conference, Univiersity of Sussex di Brighton, Sept 2-5, 1999.

Kemp, S., & Watkins, D. (1996). Self-esteem and academic streaming in hong kong. Journal of Social Psychology, 136(5), 651-653.

MJLI VOL 4 (2007) www.mjli.uum.edu.my

Labenne, W. D., & Greene, B. I. (1969). Educational implications of self-concept theory. California: Goodyear Publishing.

Li, X. D. (1997). Academic self-concept: Its structure, mechanism, and relation to academic achievement. Chinise University Educational Journal, 25, 63-79.

Marsh, H. W. (1993). Academic self-concept: Theory, measurement, and research. Dalam Suls, J. (ed.), Psychological perspectives on the Self. Hillsdale, NJ: Erbaum.

Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.

Marsh, H. W. (1990). Se/f-description questionnaire II. San Antonio, TX: The Psychological Corporation.

Marsh, H. W, & Ayotte, V. (2003). Do multiple dimensions of self-concept become more differentiated with age? The differential distictiveness hypothesis. Journal of Educational Psychology, 95(4), 687-707.

Marsh, H. W, Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 360-370.

Marsh, H. W, Ellis, L.A., & Craven, R.G. (2002). How do preschool children feel about themselves? Unravelling measurement and multidimensional self-concept structure. Developmental Pscyholgy, 38(3), 376-394.

Marsh, H. W/, & Kit, T. H. (2003). Big-fish-little-pond-effect on academic self-concept. American Psychologist, 58(5), 364-377.

Marsh, H. W,, & Richard, G. E. (1988). The outward bound bridging course for low achieving high school males: Effects on academic achievement and multidimensional self-concept. Australian Journal of Psychology, 40(3), 207-280.

Marsh, H. W,, & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.

Mboya, M. M. (1994). Cross-cultural study of the structure and level of multidimensional self-concepts in secondary school students. School Psychology International, 15, 163-171.

Naggapan, R. (1989). Pupil perceptions of teacher expectations and academic self-concept. Tesis sarjana yang tidak diterbitkan. Universiti Malaya, Malaysia.

MJLI VOL. 4 (2007) www.mjli.uum.edu.my

Neumann, L. S., Shafer, M.E., Kominski, P.L., & Ramos, V. (2002). Multifaceted self-concept: Associations with child behavior problems in hispanic children. Kertas yang dibentangkan di Annual Conference of the American Psycholigical Association,

Chicago, IL, Ogos 22-25, 2002.

NUTP dicabar senaraikan sekolah agih pelajar ikut kaum. (2001, Disember 19). Berita Harian, hlm.2.

Oakes, J. (1982). Classroom social relationships: Exploring the Bowels and Gints hypothesis. Sociology of Education, 55, 97-212.

Oakes, J. (1985). Keeping track: How schools structure inequality. Dipetik dari Pallas, A. M., Entwilse, D. R., Alexander, K. L., & Stulaka, M. F. (1994). Ability grouping effects: Insructional, Social, or institutional? Sociology of Education, 55, 97-212.

Palmer, L. M., & Smith, I. D. (1995). An investigation of the academic, emotional and social self-concept of adolescent students with high academic achievement on three educational setttings. Diperoleh pada Mac 2, 2004 daripada World Wide Web: http://www.aare.edu.au/95pap/smiti95. 500.

Player, K.P. Leach, C.W, & Harrington, D. (2005). Upward social comparison and self-concept Inspiration and inferiority among art students in an advanced program. British Journal of Social Psychology, 44, 1-14

Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: a best-ever synthesis. Review of Educational Research, 60, 471-499.

Song, I. S., & Hattie, J. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journa/ of Educational Psychology, 76, 1269-1281.

Thompson, T., Davidson, J. A., & Barber, J. G. (1995). Self worth protection in achievement motivation: Performance effects and attributional behavior. Journal of Educational Psychology, 87, 59-609.

Vonfossen, B. E., Jones, J. D., & Spade, J. Z. (1987). Curriculum tracking and status maintenance. Sociology of Education, 60, 104-122.

Yeong, A. S., Chui, H. S., Lau, I. C. (2000). Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92(3), 556-567.

MJLI VOL. 4 (2007) D

Downloads

Published

31-01-2007

Issue

Vol. 4 (2007): Malaysian Journal of Learning and Instruction (MJLI) Vol. 4, 2007

Section

Articles

How to Cite

Abdullah, M. N. L. Y., & Keng, C. H. (2007). Perbezaan Konsep Diri Akademik dalam Kalangan Pelajar Aliran Kebolehan Tinggi, Sederhana dan Rendah. Malaysian Journal of Learning and Instruction, 4, 35-53. https://doi.org/10.32890/mjli2007.4.3

Research impact

Harvested 2026-09-10
0 citations recorded so far

Counts differ between services because each indexes a different body of literature. None of them is the whole picture.

Identifiers DOI 10.32890/mjli2007.4.3 OpenAlex W7032944218