Self-Concept Perceive Effects in the Classroom Performance of The Business Administration Students

Abstract

The research focused on the extent of the effects of self-concept in the classroom performance of the students of Business Administration in terms of specific domains related to self-concept: Social, Affect, Physical, and Family, and challenges encountered by the students in attending their classes.

The researcher purposively selected respondents from the Catholic College of Business Administration using the descriptive quantitative method.

Findings revealed that Adamson University's Business Administration students generally manifest self-concept domain social, affect, physical, and family moderate extent in effect. Self-concepts developed during their younger age are consistent and responsive inside the classroom. It means that a well-built self-concept domain such as social, affect, physical, and family are anticipated among university students to perform well in class academically and in all aspects of being a student. It can also be attributed that the students need other considerations and concerns that the academe needs to address through the proposed enhanced self-concept program.

In resolving the different challenges on the self-concept of the business administration students, recommendations were made to address these negative experiences and effects. Finally, a program was developed from the result of the study on the self-concept of business administration students.