Volume 7 : Issue 4 (2020)

Self Concept as Moderator of the Relationship between Mental Ability and Scholastic Achievement in High School Students

The present study was conducted on a sample of 300 (150 M, 150 F) students of high school from Varanasi, with a view to assess gender difference in scholastic achievement, to find out relation of self-concept and mental ability with scholastic achievement, and to ascertain whether self-concept moderates the relationship of mental ability and scholastic achievement or not. Scholastic achievement was measured on the basis of an average of marks obtained in previous three annual examinations. To measure mental ability and selfconcept, Verbal Test of Intelligence (Asthana and Verma, 1989) and Mohsin Self-concept Inventory (Mohsin,1979) were administered. Obtained data were analyzed with the help of t-test, coefficient of correlation (r) and moderated regression analysis. Findings revealed that there was a significant difference in male and female students regarding their scholastic achievement. Girls were better than boys in academic performance. Mental ability and self-concept both were positively and significantly related to scholastic achievement Moderated regression analysis as well as sub group analysis revealed that relationship between mental ability and scholastic achievement is moderated by selfconcept.

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