Secondary School Students' Socio Economic Status, Mathematics Self-concept and Achievement Goal Orientations: A Correlational Investigation

Many studies have been conducted on exhibiting strong relationships between a number of motivational indicators and academic self-concept of students which seems to be systematically related to ratings of teachers about students' involvement level and diligence in activities of classrooms (Skaalvik and Rankin, 1996; Skinner, Wellborn and Connell, 1990), students' ratings of endeavour (Skaalvik and Rankin, 1996), help-mongering behaviors of students (Ames, 1983), and intrinsic motivation measures (Gottfried,1990; Harter and Connell, 1984; Mac Iver, Stipek, and Daniels, 1991; Meece, Blumenfeld, and Hoyle, 1988; Skaalvik and Rankin, 1996). Much research has investigated the effects of SES on variables concerned with achievement such as academic skills, cognitive readiness, academic adjustment, capabilities, decisions about attending college, and decisions pertaining to college major (Anderson and Zeith, 1997; Davies and Guppy, 1997; Felner et. al., 1995; Leppel, Williams and Waldauer, 2001; Stipek and Ryan 1997).Longitudinal research has indicated family income which as one of the indicators of "socio-economic" status as interrelated with the cognitive zeal in children of playgroup and kindergarten, and cognitive and educational competence in grade one (Stipek and Ryan, 1997; Stipek, 2001). A study conducted on children of Brazil indicated a correlation between success motivation and SES, especially income of the family (Oakland et.al., 1994). [...]an effect of SES on academic aspirations of students was also reported. In the light of findings of the study the following recommendations are made: * As results revealed that students with good "self-concept" tend to adopt learning /mastery goal orientation so teachers must try to develop good self concept through verbal persuasion. * Vicarious experiences can also be helpful in improving students' self concept. * There should be a strong community school relationship to guide parents with high SES * Parents with high SES should set challenging targets for their children and give them incentives by relating with their success. * Teachers must form students working groups on the basis of their interests. * Teachers should appreciate students' efforts and improvement in their performance. * Teacher should develop students' interest in the task by developing relevance with practical life.