Level of Knowledge, Attitude, and Belief on Yoga and its Association with Practice among Nursing Officers of a Tertiary Care Hospital in Delhi.

Academic self-concept (ASC), which refers to how students perceive their own academic capabilities, is crucial in influencing their academic achievements and overall growth during and after their university years. A strong ASC is closely associated with better academic performance, as students who have confidence in their abilities generally achieve more. This connection is bidirectional, indicating that academic achievement also bolsters ASC over time (; ; ; ). Students with positive ASC are often intrinsically motivated, which boosts their academic outcomes and perseverance (; ; ; ). ASC is linked to a propensity for lifelong learning, which is vital for success beyond the university. Those with a higher ASC exhibit increased curiosity and self-regulation, which are essential elements of lifelong learning (). A robust ASC is a predictor of higher educational aspirations and goal-setting behaviors, which are important for long-term success (; ). Moreover, positive interactions with educators and peers can strengthen the ASC, thereby enhancing academic performance. For instance, teacher empathy and encouragement significantly affect students' ASC and success (). For Indigenous students, their motivation to continue in higher education is greatly affected by academic self-efficacy (a part of self-concept) and their expectations regarding personal and academic wellbeing (). Incorporating Indigenous knowledge and culturally relevant practices into educational programs has been found to boost students' academic self-concept. For instance, the inclusion of Indigenous practices in science education has led to improvements in both self-concept and academic performance, underscoring the significance of culturally responsive teaching in building confidence and engagement (). Programs that focus on cultural pride and identity, such as internships or community-based support initiatives, also enhance academic self-concept and motivation, which are crucial for retention (; ). Social factors, including teacher perceptions, peer relationships, and community support, influence the academic self-concept. Positive interactions with teachers, peers, and community leaders can strengthen Indigenous students' self-concept and, consequently, their academic persistence (). Community-based support strategies, such as flexible course delivery and personalized interventions, have proven effective in meeting individual needs and increasing retention rates (; ). Holistic approaches that cater to both academic and cultural needs are essential. For example, self-assessment tools that evaluate progress across various domains, including self-concept, provide tailored support that enhances student retention (). However, Indigenous students frequently encounter low self-esteem and struggle to adjust to university life, especially when transitioning from secondary to higher education (; ). They consistently face psychological challenges, such as reconciling their cultural identity with academic expectations (). Academic systems often neglect Indigenous knowledge and viewpoints, resulting in cultural isolation and systemic discrimination (; ). Financial difficulties and inflexible university programs disproportionately impact Indigenous students, particularly those from regional areas or those participating in enabling programs (; ). Academic persistence is further hindered by family obligations, separation from kinship networks, and insufficient social support systems (; ). The physical and social settings of universities can adversely affect mental health and wellbeing, which, in turn, influences completion rates (). Although self-concept is acknowledged as a factor in academic success, there is a lack of research on its specific impact on Indigenous students' outcomes in higher education (; ). And also, the exploration of integrating Indigenous epistemologies and traditional knowledge into academic curricula remains limited (; ). Thus, this study investigated the development of academic self-concept among Sama Dilaut university graduates. This study seeks to answer the following questions: