International Journal of Education and Psychological Research
(Print and Online Peer Reviewed Journal)
Authors:  Sandeep Kumar Gujare  Gyanesh Kumar Tiwari
The present study aimed to inquire into the nature and extent of impacts exerted by academic self-concept, socioeconomic status and gender on the academic achievement of the undergraduate students. Four hundred and ninety five undergraduate students comprising 17 to 26 years of male (M =19.92, SD = 1.94) and 14 to 24 years of female (M =18.63, SD = 1.46) belonging to low (M =18.97, SD = 1.59), middle (M =19.37, SD = 1.97) and high (M =19.19, SD = 1.72) socioeconomic status (SES) took part in the study. Their academic self-concept and its four constituents were measured with the help of Self Description Questionnaire III  and marks of the last academic examination were taken as their academic achievement. The results of the study showed that the male and female students belonging to high SES significantly differed in their scores of academic self-concept and academic achievement. Likewise, there was statistically significant difference in academic self-concept and academic achievement of male and female students belonging to middle SES. The male and female students affiliated with low SES differed significantly only on their scores on academic self-concept. The participants belonging to low, middle and high SES also significantly differed in their scores on academic self-concept and academic achievement. The high SES female students differed significantly in their academic achievement with the female students belonging to low SES. In addition, participant with high SES scored significantly higher on academic achievement as compared to low SES participants. The scores on mathematics, verbal, academic general and problem solving components of academic self-concept and overall academic self-concept exhibited positive correlations with their scores on academic achievement. The results of the study have been discussed in the light of recent theories of academic self-concept and academic achievement. The conclusions of the study have important implications for researchers, educational policy makers and government. Future directions of research have also been discussed.