The Relationships of Self-concept, Academic Achievement and Future Pathway of First Year Business Studies Diploma Students

Siew-Fun Tang


A student’s academic achievement is impacted by various factors including the multidimensional self-concept.
Students with higher levels of achievement are more likely to complete their current study and progress to the next
level of study compared to their peers with lower levels of achievement. This study investigates the relationships
of self-concept, academic achievement and future pathway of the first year business studies diploma students in a
private university college. One hundred and forty three students participated in the study and responded to the Self
Description Questionnaire II (SDQII) comprising of three academic facets (Mathematics, English and School) and
four non-academic facets (appearance, physical ability, parent relation and peer relation). Multivariate analysis
provided evidence that a student’s academic self-concept, in particular the school self-concept, English self-concept and Mathematics self-concept strongly impact his or her academic achievement in the first semester. However, there was no significant relationship between self-concept (academic and non-academic) and a student’s choice of pathway after completing the diploma programme.

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International Journal of Psychological Studies   ISSN 1918-7211 (Print)   ISSN 1918-722X (Online)

Copyright © Canadian Center of Science and Education


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