SELF-AWARENESS AND ACADEMIC ACHIEVEMENT IN SCIENCE OF HIGH SCHOOL STUDENTS IN TIRUNELVELI DISTRICT

Abstract

The present study examined the relationship between Self-Awareness and Academic Achievement in Science among high school students. The objectives were to assess the level of Self-Awareness, to determine the level of Academic Achievement in Science, and to analyse the relationship between the two variables. The study adopted the normative survey method, with a sample of 300 high school students from Tirunelveli District. The instruments used were the Self-Awareness Scale (developed by Marteena Rayam, 2024) and students’ Academic Achievement Marks in Science. Data were analysed using percentage analysis and Pearson’s Product-Moment Correlation. The findings revealed that the levels of both Self-Awareness and Academic Achievement in Science among high school students were high. Furthermore, a very high positive correlation was found between Self-Awareness and Academic Achievement in Science, indicating that higher levels of self-awareness significantly contribute to better academic achievement in science.

Keywords

self-awareness, academic achievement, and science.

References

Adeyemo, D. A. (2007). Emotional intelligence and the relationship between academic achievement and problem-solving ability. Educational Research and Review, 2(7), 179-185.

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103.

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.

Lawson, A. E. (2000). Classroom test of scientific reasoning: Predicting performance in college science courses. Journal of Research in Science Teaching, 37(8), 719-736.

Morin, A. (2006). Levels of consciousness and self-awareness: A comparison and integration of various neurocognitive views. Consciousness and Cognition, 15(2), 358-371.

Novak, J. D., & Canas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools.

Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behaviour in adolescence. Personality and Individual Differences, 36(2), 277–293.

Schunk, D. H., & Zimmerman, B. J. (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). San Diego: Academic Press.

To cite this article

Marteena Rayam, K., C. (2025). Self-Awareness and Academic Achievement in Science of High School Students in Tirunelveli District. Sparkling International Journal of Multidisciplinary Research Studies, 8(3), 22-28.