A Probe into the Effect of Self-Concept on the Development of Academic Motivation of the School-Going Adolescents of Nadia District

This study examined the predictive role of self-concept in shaping the academic motivation of school-going adolescents in Nadia District, West Bengal. Employing a descriptive survey design with correlational analysis, data were collected from 500 students aged 14-16 years (Grades IX and X) through stratified random sampling. The Self-Concept Inventory (Shah, 1986) and the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) were administered to assess multidimensional self-concept and academic motivation, respectively. Stepwise multiple regression analyses revealed that cognitive, emotional, social, and aesthetic dimensions of self-concept significantly predicted academic motivation, with notable gender variations: cognitive, emotional, and aesthetic self-concepts were stronger predictors among males, while cognitive and social self-concepts were key predictors for females. These findings underscore the critical influence of self-perceptions on motivational processes, aligning with prior evidence that positive self-concept enhances persistence, engagement, and achievement (Marsh & Martin, 2011; Guay et al., 2010). The study suggests that targeted interventions—such as counselling, mentorship, and supportive classroom environments—can foster positive self-concept and, consequently, sustain academic motivation among adolescents. The implications extend to educators, psychologists, and policymakers seeking evidence-based strategies to strengthen adolescent learning outcomes.