Sex Differences in Self-Concept in Spanish Secondary School Students

2000 ◽  
Vol 87 (3) ◽  
pp. 731-734 ◽  
Author(s):  
María José Sotelo
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Moral Self ◽  
Domain Specific

The aims of the study were to examine differences between boys and girls in global self-esteem and in specific domains of self-concept. Several measures of global self-esteem and multidimensional self-concept were administered to 61 boys and 64 girls. Analysis showed that boys reported higher scores than girls on global self-esteem, measured on the Coopersmith Self-esteem Inventory and the Feelings of Inadequacy Scale by Janis-Field, but this result was not reproduced when self-esteem was measured on the Rosenberg Self-esteem Scale. No differences have been found in domain-specific self-concepts, except for the ethical-moral self-concept, on which girls reported higher scores than boys.

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

Age and Sex Differences in Self-Esteem among Spanish Adolescents

2003 ◽  
Vol 93 (3) ◽  
pp. 876-878 ◽  
Author(s):  
María Lameiras Fernández ◽  
Yolanda Rodríguez Castro
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
University Students ◽  
Secondary School Students ◽  
Self Esteem ◽  
Scale Analysis ◽  
School Students ◽  
Age Range ◽  
Age And Sex

This study examined the relation of self-esteem with sex and age for 660 Spanish students (400 secondary school students, 260 university students, age range 12 to 28 years), who responded to the Rosenberg Self-esteem scale. Analysis indicated no sex differences in general self-esteem, but there were differences with respect to age. Persons 12 to 16 years old had lower self-esteem than others between the ages of 17 and 28 years.

SEX DIFFERENCES IN THE EFFECT OF ACADEMIC ACHIEVEMENT ON SELF-ESTEEM: A HONG KONG CASE

1986 ◽  
Vol 14 (2) ◽  
pp. 161-165 ◽  
Author(s):  
Tak Sing Cheung
Keyword(s):  
Academic Achievement ◽  
Sex Differences ◽  
Hong Kong ◽  
Secondary School ◽  
Large Scale ◽  
Secondary School Students ◽  
Self Esteem ◽  
School Students ◽  
Large Scale Survey ◽  
Male Subjects

This paper reports a piece of research that is addressed to the controversial issue whether there are sex differences in the effect of academic achievement on self esteem. The study is a large scale survey based on a representative sample of all the secondary school students in Hong Kong. The results showed that male subjects generally had a higher score on self esteem than female ale subjects, and that while the self-esteem of male subjects were susceptible to the influence of academic achievement, the same was not true for their female counterparts. Similar findings were established in a recent study carried out in Norway. Explanations were given to account for the similarity.

scholarly journals Family factors of self-esteem stability in adolescents

2005 ◽  
Vol 37 (1) ◽  
pp. 88-106 ◽  
Author(s):  
Jelisaveta Todorovic
Keyword(s):  
Secondary School ◽  
Educational Level ◽  
Secondary School Students ◽  
Self Esteem ◽  
Family Factors ◽  
Self Concept ◽  
Critical Importance ◽  
School Students ◽  
Economic Parameters ◽  
General Data

The aim of investigations was to examine what upbringing styles and socio-economic parameters correlate with adolescents? unstable self-esteem. Self-esteem is an evaluative measure of self-concept whose stability in time reflects personality?s autonomy and integrity. Using the sample of 280 secondary school students, the SSES scale was administered twice, at a 30-day interval, the EMBU scale of upbringing styles, a questionnaire with general data on respondents and socioeconomic parameters. It proved that upbringing style and parental tenderness (of both father and mother) correlate with unstable self-esteem in adolescents. Significant correlation between upbringing styles and unstable self-esteem was also found in inconsistency, low control and protection on the part of father. Stable self-esteem is significantly negatively correlated with inconsistency of mother. Of diverse socioeconomic parameters, educational level of father and his profession are of critical importance for stable self-esteem. Upbringing styles produce greater influence on self-esteem level than socio-economic parameters do.

scholarly journals Self-Concept, Self-Efficacy and Self Esteem As Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

2021 ◽  
pp. 15-22
Author(s):  
Margaret Ose Asika
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

Correlates of Sex-Typing in FIJI

1986 ◽  
Vol 10 (4) ◽  
pp. 429-442 ◽  
Author(s):  
Susan A. Basow
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
University Students ◽  
Secondary School Students ◽  
Self Esteem ◽  
Attitudes Toward Women ◽  
Achievement Orientation ◽  
School Students ◽  
Sex Typing ◽  
The U.S

The effects of sex-typing on self-esteem, achievement orientation, and attitudes toward women were examined in Fiji using 600 secondary school and 240 university students. As Spence and Helmreich (1978) found in the U.S., sex-typing effects were strong on all variables, with Androgynous and Masculine students scoring highest on Self-esteem, Mastery, Work Orientation and Competitiveness, and Undifferentiated students scoring lowest. Sex-typing interacted with sex on the Attitudes Toward Women Scale. The effects were stronger among secondary school students than among university students. As in the U.S., sex differences were less marked than sex-typing differences, although there were fewer sex differences on these measures in Fiji than in the U.S. The importance of instrumental traits in achievement orientation and self-esteem was confirmed in a vastly different cultural setting, suggesting the possibility of pancultural generality of sex-typing effects.

scholarly journals Self-Concept, Self-Efficacy and Self Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State

2021 ◽  
Vol 4 (2) ◽  
pp. 65-74
Author(s):  
Margaret Ose Asika
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Edo State

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

Relationship between self-esteem and academic self-concept for German elementary and secondary school students

2013 ◽  
Vol 33 (4) ◽  
pp. 443-464 ◽  
Author(s):  
A. Katrin Arens ◽  
Alexander Seeshing Yeung ◽  
Benjamin Nagengast ◽  
Marcus Hasselhorn
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students
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