A STUDY OF DAYDREAMING, SELF CONCEPT AND ACADEMIC PERFORMANCE AMONG YOUNG ADOLESCENTS

Abstract

The study reveals significant interconnections between self-concept, academic performance, and daydreaming among young adolescents. The first finding indicates a significant relationship between self-concept and academic performance, which aligns with previous research demonstrating that a positive self-concept contributes to better academic outcomes (Marsh & Craven, 2006). Adolescents with a stronger sense of self are often more confident in their academic abilities, which enhances their performance in school. The second finding establishes a significant relationship between daydreaming and selfconcept. This supports earlier studies that suggest daydreaming, often viewed as a reflection of internal thoughts and self-reflection, can be positively associated with a more developed and nuanced self-concept (Singer, 1966). Adolescents who engage in daydreaming may use this time to process their experiences and self-perceptions, thereby influencing their selfconcept. The third finding shows a significant relationship between academic performance and daydreaming. This is consistent with prior research indicating that while excessive daydreaming can detract from academic focus and performance (Seli, Carriere, & Smilek, 2015), a moderate level of daydreaming can actually be beneficial by providing a mental break that may enhance creativity and problem-solving skills (Mooneyham & Schooler, 2013). Collectively, these findings underscore the intricate dynamics between self-concept, daydreaming, and academic performance, suggesting that fostering a positive self-concept and managing daydreaming can be crucial for improving academic outcomes among young adolescents.