The moderating role of perceived teacher expectation and academic self-concept in the relationship between athletic status and academic performance

• Main Authors: Celis, Lorenzo Lenze D. C., Dizon, Jennie Celine C., Nañola, Christian C.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Academic achievement > Philippines; Teacher-student relationships > Philippines; College athletes > Philippines
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/6099
• Institution: De La Salle University

The main objective of the study was to determine the effect of perceived teacher expectation and academic self-concept to the academic performance of the student. Students academic performance is being affected by several factors. Several studies revealed that perceived teacher expectation and self-concept are factors that can affect the performance of students academically. Teachers play a vital role in making their students perform better in class. However, the students themselves can greatly influence their academic performance through their self-concept. This study utilized predictive cross-sectional quantitative research design. Two hundred (200) college students of De La Salle University were the participants of this study. The proponents used hierarchical linear regression in order to answer the research questions. The conclusion was that student athletes perform less that non-student-athletes. Perceived teacher expectation found to be significant in explaining the academic performance. When perceived teacher expectation is low, student athletes perform less that non-student-athletes in academics. Academic self-concept also found to be significant in explaining the academic performance. Interestingly, the result revealed that when academic self-concept is high, student-athletes still perform poorly in academics.