The Associations among the Academic Self-Concept Elements of Entry level Academic Staff

This paper focuses on the associations of the selected elements of academic self-concept among entry level academic staff which contribute to building their professional self-concept. The study investigated the question whether a positive correlation exists among selected elements of academic self-concept among the research sample. The main aim of the study was to analyse associations among motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies as elements influencing the learning autoregulation of respondents which would contribute to the development of academic self-concept. The research methods included the implementation of the standardized questionnaire DAUS (Hrbáčková, 2011) comprising 40 items divided into four groups that respondents’ rate according to a seven-point scale, from "1 – I totally disagree" to "7 I fully agree," with 4 meaning "difficult to decide". The results reveal positive associations among academic self-concept elements, but these associations differ in terms of countries. It can be concluded that the strongest correlation is between meaningfulness of studies and motivational beliefs. © 2019 Published by Future Academy www.FutureAcademy.org.uk