Chinyelu N. Nwokolo, Mokwelu, Obianuju Blessing


Academic self-concept is important for secondary school students’ personal adjustment and for the influence it has on other desired educational outcomes. This study investigated the effects of modelling technique in enhancing low academic self-concept of senior secondary school students in Onitsha education zone. One research question guided the study, while two null hypotheses were tested at 0.05 level of significance. The design for the study is quasi-experimental, non-randomised pre-test and post-test, control group research. The target population of this study was 988 senior secondary school students having low academic self-concept in Onitsha education zone. A sample size of 108 students was selected using purposive sampling technique. A validated instrument for data collection was Academic Self-concept Survey (ASS). The internal consistency reliability coefficient for the instrument is 0.84. Data was collected through direct delivery of the instrument to the respondents. Mean scores were used to answer the research question, while the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The instrument norm 72.50 guided the decision. The finding of the study revealed that Modelling technique enhanced the academic self-concept of the secondary school students, but the effect was not significant when compared with those who received conventional counselling; the findings further revealed that the difference in the effect of Modelling technique on male and female secondary school students’ Academic self-concepts is not significant. Based on the findings and implications of the study, it was recommended that the practicing counsellors and therapist should make use of the modelling in combination with other effective techniques in administering counselling and therapy of secondary school students to modify and enhance their academic self-concept.

Article visualizations:

Hit counter


modelling, technique, enhancing, academic, self-concept, students

Full Text:



Cadinu, M., & Galdi, S. (2012). Gender differences in implicit gender self-categorization lead to stronger gender self-stereotyping by women than by men. European Journal of Social Psychology, 42, 546–551.doi:10.1002/ejsp.1881

Clark, H. W. S. (2016). Effect of whole brain teaching on student self-concept (Published Dissertation) Walden Dissertations and Doctoral Studies, Walden University.

Dambrun, M., Duarte, S., & Guimond, S. (2004). Why are men more likely to support group-based dominance than women? The mediating role of gender identification. British Journal of Social Psychology, 43, 287– 297. doi:10.1348/0144666041501714

Dramanu, B. Y. & Balarabe, M. (2013). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. European Scientific Journal, 9(34), 1857-7881.

Egan, S. K., Perry, D. G. (2001). Gender identity: A multidimensional analysis with implications for psychosocial adjustment. Developmental Psychology, 37, 451–463.

Frank, M. A. (2011). The pillars of the self-concept: Self-esteem and self-efficacy. Retrieved from http://www.excelatlife.com/articles/selfesteem

Hardy, G. (2013). Academic self-concept: Modeling and measuring for science. Springers. doi: 10.1007/s11165-013-9393-7

Hattie, J. A. C. (2012). Visible learning for teachers. London, UK: Routledge.

La Shawn C. (2011). The University of Lowa, Counselor Education and supervision. Cell: 678-438-9808. Retrieved from www.uiowa.edu.

Liem, G. A., McInerney, D. M., Yeung, A. S. (2015). Academic self-concepts in ability streams: Considering domain specificity and same-stream peers. The Journal of Experimental Education, 83, 83-109. Retrieved from http://eric.ed.gov/

Liu, W. C, and Wang, C.K. J. (2008). Home environment and classroom climate: investigation of their relation to students’ academic self-concept in a streamed setting. Current Psychology,27,242-256.Doi:10.1007/512144-008-9037-7.

Martin, C. L., Andrews, N. C. Z., England, D. E., Zosuls, K., Ruble, D. N. (2017). A dual identity approach for conceptualizing and measuring children’s gender identity. Child Development, 88, 167–182.

McLeod, S. A. (2016, Feb 05). Bandura - social learning theory. Retrieved from https://www.simplypsychology.org/bandura.html

Nnodum, B. I. (2010). Relative effectiveness of assertive training, modelling and their combination in the reduction of isolate behaviour in children. Edo Journal of Counselling, 3(1), 1-15. Retrieved from https://www.ajol.info/index.

Olatunde, T. P. (2010). Students’ self-concept and Mathematics achievement in some secondary schools in South Western Nigeria. European journal of social sciences, 13 (1), 127-132.

Olorunfemi-Olabisi, F. A. & Akomolafe, M. J. (2013). Effects of self-management technique on academic self-concept of under-achievers in secondary schools. Journal of Education and Practice, 4(6), 138-142. Retrieved from http://www.iiste.org.

Westen, D.; Burton, L. & Kowalski, R. (2006) Psychology: Australian and New Zealand Edition. Milton, QLD. John Wiley and Sons.

DOI: http://dx.doi.org/10.46827/ejes.v8i3.3646


  • There are currently no refbacks.

Copyright (c) 2021 Chinyelu N. Nwokolo, Mokwelu, Obianuju Blessing

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).