A Study of Self Concept and Achievement Motivation among College Students

Abstract

This study investigates the relationship between achievement motivation and self-concept among college students, emphasizing gender-based differences. A total of 100 college students, equally divided by gender (50 males and 50 females), aged 18–24 years (M = 21.45, SD = 3.02), were selected using purposive sampling. Two standardized tools were employed: the Achievement Motivation Inventory by B.N. Mukharji and the Self-Concept Scale by Dr. Raj Kumar Saraswat. Data collection involved administering these tools after securing participants’ consent and assuring confidentiality. Statistical analysis revealed significant gender differences in both dimensions. Girls exhibited higher achievement motivation (M = 32.65, SD = 4.01) compared to boys (M = 24.10, SD = 3.58), with a t-ratio of 11.24 (p < 0.01). Similarly, girls demonstrated a more positive self-concept (M = 132.54, SD = 5.07) than boys (M = 124.52, SD = 5.63), yielding a t-ratio of 7.48 (p < 0.01). Additionally, a positive correlation was identified between achievement motivation and self-concept across the sample. The findings underscore significant gender-based variances, with girls consistently outperforming boys in achievement motivation and self-concept. These insights emphasize the importance of understanding gender-specific psychological factors to inform educational strategies and support systems.