The Relationship Of Academic Self-Concept To Motivation To Learn Among Fourth-Year Middle School Students In El Oued – Algeria
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Abstract
The current study aims to explore the relationship, if any, between the academic self-concept and its connection to learning motivation among 4th-year middle school students. The study utilized the Academic Self-Concept Scale by Fatima Ghalem and the Learning Motivation Scale by Youssef Qatami. The sample consisted of 100 students, divided equally between 50 males and 50 females. The study employed the descriptive correlational method, deemed appropriate for the subject matter and study variables. The results indicated the following: a statistically significant relationship exists between academic self-concept and learning motivation among 4th-year middle school students in El Oued. Furthermore, there were statistically significant gender differences in academic self-concept, but no statistically significant gender differences in learning motivation.
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References
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