ACADEMIC SELF-CONCEPT AND ACADEMIC ACHIEVEMENT: AN EMPIRICAL EVIDENCE FROM KUMBHAKAR COMMUNITY STUDENTS AT SECONDARY LEVEL

The study aims to evaluate the secondary -level academic achievement and self-concept of the pupils belonging to the traditionally impoverished potter caste of the Kumbhakar Community. A self-made questionnaire evaluates the impact of academic self-concept on academic achievement in schools. The sample consists of 100 secondary school students from three schools. Results reveal that Kumbhakar community students have a moderate academic self-concept in academic achievement, with no significant gender -based differences, guardian's occupation, and educational level. A substantial disparity exists in academic self-concept among secondary -level students based on family type and Residence, as well as a low positive correlation between academic selfconcept and achievement. Moreover, this study highlights how attaining Sustainable Development Goal 4 (Inclusive Education for All) can improve students' academic self-concept and performance in impoverished or socioeconomically backward communities by developing positive attitudes within an elusive environment and crucial interventions facilitating robust acculturation.