SEX DIFFERENCES IN SELF-CONCEPT IN SPANISH SECONDARY SCHOOL STUDENTS

2000 ◽  
Vol 87 (7) ◽  
pp. 731 ◽  
Author(s):  
MARIA JOSE SOTELO
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Concept ◽  
School Students

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.

scholarly journals Sex differences in nonmedical prescription tranquilizer and stimulant use trends among secondary school students in Argentina, Chile, and Uruguay

2019 ◽  
Vol 205 ◽  
pp. 107607
Author(s):  
Alexander S. Perlmutter ◽  
Ariadne E. Rivera-Aguirre ◽  
Pia M. Mauro ◽  
Alvaro Castillo-Carniglia ◽  
Nicolás Rodriguez ◽  
...  
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Stimulant Use

scholarly journals Sociometric Popularity, Perceived Peer Support, and Self-Concept in Adolescence

2020 ◽  
Vol 11 ◽  
Author(s):  
Arantza Fernández-Zabala ◽  
Estibaliz Ramos-Díaz ◽  
Arantzazu Rodríguez-Fernández ◽  
Juan L. Núñez
Keyword(s):  
Secondary School ◽  
Peer Support ◽  
Secondary School Students ◽  
Basque Country ◽  
School Context ◽  
Structural Equations ◽  
Self Concept ◽  
School Students ◽  
The Family ◽  
Practical Implications

The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country (49.6% boys and 50.4% girls) between 12 and 18 years of age (M = 14.32, DT = 1.36) participated voluntarily. All of them completed a sociometric questionnaire (SOCIOMET), the Family and Friends Support Questionnaire (AFA-R), and the Dimensional Self-concept Questionnaire (AUDIM-33). Several models of structural equations were tested. The results indicate that sociometric popularity is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context.

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