پیش بینی عملکرد تحصیلی برحسب خودپنداره، عزت نفس و خودکنترلی در دانش آموزان ابتدایی

Academic performance has been particularly important in today's world and academic self-concept is one of the most important issues in school learning, which has attracted a lot of research implications. Academic self-concept indicate student perceptions or images of her own abilities regarding academic learning that impact on academic achievement, and at the same time it affected. Self-esteem is one of the important factors that compelled a person to act effectively and have perseverance. A person who has low self-esteem, more easily, of his goals overlooked and much easier for him to live in a way that others have trespassed. In following studies that Ellison did (1983, quoted by the Beyabangard, 1376), it was found that loss of control and caused personal dissatisfaction is one of the distinctive aspects of low self-esteem. According to what was said, question is whether the self-concept, self-esteem and self-control can predict academic performance? The main purpose of this study was to determine the relationship between academic self-concept, self- esteem and self-control to academic performance of elementary school students. In this study, Pearson's correlation and multiple regression were used. Participants were asked to complete a Liu and Wang self-concept, Rosenberg self-esteem and also Kendall and Wilcox (SCRS) self-control scale was completed by one of the parents. Academic performance each of students based on their academic record status (Very good, good, acceptable and effort) that teacher's grade equivalent, from 13 to 20 is assigned to each of them. Data analysis was performed using Pearson's correlation and multiple regression. Results showed that academic self-concept, self- esteem and self-control to academic performance are related significantly. Furthermore the academic self-concept, self-esteem and self-control to explain the variance of academic performance.