This study investigates the intricate relationship between students’ academic self-perception and their academic performance, emphasizing the significance of psychological factors in educational achievement. Methodologically, the study employs a quantitative correlational design involving 200 secondary students selected through stratified random sampling from Colombo South Education Division. Data collection involves a standardized self-report questionnaire measuring academic self-perception, complemented by academic records for GPA or grades. Statistical analyses—including descriptive statistics, Pearson’s correlation, and regression—are utilized to examine the strength and nature of relationships among variables, with ethical considerations ensuring confidentiality and voluntary participation. The research questions focus on (1) the correlation between self-perception and academic performance across grade levels, (2) the impact of self-perception on motivation and engagement, (3) the relationship between perceived abilities and standardized test scores, and (4) the mediating role of self-perception in study habits and achievement. Preliminary findings indicate a positive correlation that strengthens as students advance through grades, with the highest correlation observed in the 11th grade (r=0.48, p=0.003). This suggests that fostering positive self-beliefs early can have long-term benefits. Further analysis reveals that students with higher self-perceptions tend to exhibit greater motivation and engagement, with strong positive correlations (r=0.65 and r=0.58, p<0.001). Regression models demonstrate that both self-perception and motivation significantly predict engagement, accounting for approximately 60% of the variance. Additionally, self-perception partially mediates the relationship between study habits and academic achievement, indicating that students who perceive themselves as capable are more likely to adopt effective study practices, translating into higher academic performance. Correlation analysis between self-perceived abilities and standardized test scores yields a moderate positive relationship (r=0.52, p<0.001), with variations across subjects and gender, highlighting the influence of self-assessment accuracy on achievement. The study underscores the importance of educational practices that actively promote positive self-beliefs, such as constructive feedback and growth-oriented interventions. Recognizing the nuanced and culturally contingent nature of self-perception can guide tailored strategies to foster resilient, motivated learners.
S. Athirathan (Wed,) studied this question.