Academic Self- concept and Learning Interest among Elementary Education Students: A Convergent Parallel Study

This study aimed to explore the meaningful connections between academic self-concept and learning interest among elementary education students at a local college, utilizing a convergent parallel mixed-methods design. The research combined quantitative data from 164 Bachelor of Elementary Education (BEED) students across various year levels with qualitative insights from 14 participants. The goal was to examine how students' views of their academic capabilities affect their self-concept and interest in learning. The results indicated that students who maintain a positive academic self-concept tend to show heightened interest in learning, especially in areas such as problem-solving, verbal skills, and overall academic performance. In contrast, those with lower self-concept often exhibit diminished motivation and lower levels of engagement in their studies. Additionally, the qualitative component of the research provided a glimpse into the diverse experiences, coping strategies, and perspectives of the students concerning their self-concept and learning interests. The analysis of mixed methods corroborated that both quantitative and qualitative findings can effectively complement each other. The implications of this study highlight the necessity for schools to adopt targeted strategies that cultivate a positive academic self-concept, including personalized learning approaches, mentorship programs, and initiatives aimed at building confidence. By enhancing students’ self-perceptions, educators can boost intrinsic motivation, improve educational outcomes, and establish a more engaging and supportive learning environment. These insights hold significant value for educators, policymakers, and future researchers as they work to develop strategies that promote better student engagement and academic achievement