Abstract:
Recent research findings assert the importance of the psychological components in learning
with an increasing focus on the role of personality variables such as self-concept to
improve academic outcomes. The literature shows that effective learning begins with
promoting students’ self-concept, a key ingredient for cultivating autonomous and
successful learners. Within this scope, this research attempts to answer a number of
questions relevant to the role of teachers and school environment in promoting self concept
in order to get better achievement in the general secondary school course and the English
language course among a sample of secondary school learners. However, how many of our
students can not ask us for help when they have difficulties? How many of them can not
talk in front of a group and sacrifice their chance of learning for fear of being judged or
laughed at? How many of them do not even try, just because they are persuaded that they
can not? The question to be asked then is, “what do schools and teachers do or not do that
leaves our students with such a damaged self-concept?” It is hypothesized, in this study,
that when learners display a positive self-concept, their general academic achievement will
be satisfactory and they will reach satisfactory foreign language (English) performance.
Data gathering tools- a questionnaire and achievement grades in the general course and the
English course- provide significant results to draw a correlation between the different
variables of the study and confirm the hypothesis. The study determines the need to raise
awareness about the importance of self-concept in the learning process and in the learning
of foreign languages, to help both teachers and parents win the battle against the challenges
they face: high dropout rate, low academic achievement, lack of motivation and low
academic self-concept, as the undeniable fact is that every child has the ability to learn and
be successful if the right environment is provided.
