Published Paper Details:

The present study aimed to investigate the combined effects of selected independent variables self-concept (low and high), achievement motivation (low and high), and attitude (low and high) on the academic achievement of secondary school students. The sample consisted of 300 students randomly selected from nine secondary schools in the Chennai Educational District. The findings revealed a significant interaction effect of gender (male and female), location (rural and urban), and type of management (aided and government) on academic achievement. The study also found significant interaction effects of self-concept, achievement motivation, and attitude on students' academic achievement. However, no significant interaction effect was observed between achievement motivation and attitude on academic achievement. Overall, the results indicate that gender and type of school management significantly influence academic achievement, whereas locale does not show a significant independent effect. In contrast, psychological variables self-concept, achievement motivation, and attitude-exerted significant independent and interaction effects, highlight their dominant role in determining students' academic achievement.