Author: Sumaira Ayub
Supervisor: Farah Malik, PhD
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present study investigated the relationship between self-concept, self-determination and academic achievement in university students with physical disability. It was hypothesized that there would be a positive relationship between self-concept, self-determination and academic achievement of university students with physical disability. It was also hypothesized that self-determination and self-concept would predict the academic achievement of university students with physical disability. The sample comprised of 80 university students (63 men and 17 women) with physical disability including 23 blinds, 16 partial blind and 41 limb disability. Sample age range was 18-37 years (M = 22.28, SD = 2.70). Data were collected from the BS (Hons) students of 2nd semester and 8th semester of two public universities in Lahore including GC University and Punjab University. Urdu versions of Self-image Profile for Adults (Butler & Gasson, 2001) and Self Determination Scale (Deci & Ryan, 2000) were used. Academic achievement was measured through their grade point average (GPA) of previous semester. The results of Pearson product correlation showed non-significant relationship between self- concept and academic achievement while significant relationship was found between self-determination and academic achievement. The results of hierarchal regression analysis indicated that self-determination was a predictor of the academic achievement while self-concept did not predict it. t-test indicated significant differences for level of education (semester) and self-concept. Gender differences were also found in consideration and moral subscales of self-concept, while no significant differences were found in self-determination for gender. The results of one way ANOVA indicated non-significant differences in type of disability for self-concept, self-determination and academic achievement. It also showed significant differences in faculty of student for self-concept, while non-significant differences were found in their self-determination and academic achievement. The results highlighted the importance of designing social skill training program for the university students with physical disability to enhance their self-determination that contributes in their academic achievement; also teachers should focus to promote positive self-concept in them.
Keywords: Self-Concept, Self-Determination, Academic Achievement, Physical Disability.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: firstname.lastname@example.org, Phone: 92-42-9231245