Multiple Dimensions of Adolescent Self-Concept

Abstract

This study was designed to determine (a) age and gender variations in the multiple areas of self-concept, and (b) relations between these dimensions of self-concept and scholastic measures. The samples comprised 274 students attending three co-educational high schools in Khayelitsha, Cape Town, South Africa. Although a few statistically significant effects of age and gender on global and domainspecific self-concepts were found, the differences appeared to be of little qualitative significance. The size and pattern of relations with scholastic measures was weak. However, further investigations from an African context are necessary to provide additional support for the claim that self-concepts are minimally influenced by human conditions such as age and gender and that relationships between various facets of self-concept and measures of academic achievement are weak.

The effectiveness of super's theory-based career group counseling in developing self-concept and career decision-making among a sample of gifted students in Jordan

“…This significant finding regarding gender differences regarding total self-concept favoring males seems to go against previous studies that found no gender-related effects (e.g., (Harter, 1999;Mboya, 1999)) but are consistent with the results of other studies (Hoge & McSheffrey, 1991;Hosova & Duchovicova, 2019;Li, 1988;Rudasill, Capper, Foust, Callahan, & Albaugh, 2009). The overall trend favoring males in the adolescent stage may indicate that the patriarchal legacy is something that may play out in psychosocial functioning in this developmental stage or that the patriarchal influences are more salient in contemporary Jordanian society.…”

Self-concept and the academic achievement of students from collectivist countries: A scoping review of empirical findings

“…The findings from our review highlighted that self-concept was more likely to influence academic achievement when measured in terms of an academic subject as opposed to globally or in relation to a nonacademic domain (e.g., Ahmad et al, 2011; Herrera et al, 2020). For example, findings from three studies among elementary and high school students in Spain (Herrera et al, 2020), South Africa (Mboya, 1999), and St. Lucia (Richardson & Lee, 1986) underscore the stronger relationship between academic self-concept and academic achievement, in comparison to global and nonacademic self-concepts (social, emotional, physical, and family) with academic achievement. Thus, the alignment between the self-concept and the academic domain plays a significant role in determining the impact on academic achievement.…”

“…With regard to the relationship between subject-specific self-concept and global academic achievement, Veas et al (2015) found a positive relationship among students in Spain when self-concept was measured in terms of the verbal, mathematics, and general academic domains. In the other studies, academic self-concept was also found to be a positive predictor of global academic achievement in Spain (Perez et al, 2012) and St. Lucia (Richardson & Lee, 1986), as well as achievement in mathematics, sciences, and history in South Africa (Mboya, 1999) and Spain (Suarez-Alvarez et al, 2014). In a study of students in The Philippines, Peteros et al (2020) provided the only study of global self-concept in terms of the underlying mechanisms that contribute to its development.…”