School achievement and self-concept in primary education. Relationship and analysis by gender

Main Article Content

Lucía Herrera Torres
Mohamed Al-Lal Mohand
Laila Mohamed Mohand

Abstract

This paper aims, on the one hand, to analyze the relationship between self-concept and school achievement. On the other hand, to establish if there are differences in both constructs according to the gender of the students. The study included 422 primary school students, of whom 198 were boys and 224 girls. 48.3% were in fifth grade and 51.7% in sixth grade. The children studied in eight of the twelve public schools of childhood and primary education of the autonomous city of Melilla. The instruments used for data collection were two. Firstly, a register of the ratings obtained in the subjects of Environmental Knowledge, Spanish Language and Mathematics of each student, facilitated by the students’ tutors. Secondly, the Test of Self-Concept Form 5 (AF-5). The results showed positive correlations between the ratings of the three subjects evaluated and three of the five dimensions of the self-concept: academic, social and family. Regarding gender analysis, they were found in the ratings for the Spanish Language subject, so that the girls scored higher than the boys. In addition, gender differences were also found in the dimensions of academic, emotional and family self-concept. Thus, girls outperformed boys on academic and family self-concept, whereas in the self-esteem the boys scored higher.

Downloads

Download data is not yet available.

Article Details

How to Cite
Herrera Torres, L., Al-Lal Mohand, M., & Mohamed Mohand, L. (2017). School achievement and self-concept in primary education. Relationship and analysis by gender. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 315–326. https://doi.org/10.17060/ijodaep.2017.n1.v3.1000
Section
Articles

References

Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32, 15-20. doi:10.3102/0013189X032008015

Álvarez, A., Suárez, N., Tuero, E., Núñez, J. C., Valle, A., & Regueiro, B. (2015). Implicación familiar, autoconcepto del adolescente y rendimiento académico. European Journal of Investigation in Health, Psychology and Education, 5(3), 293-311. doi:10.1989/ejihpe.v5i3.133

Amezcua, J. A., & Pichardo, M. C. (2004). Autoconcepto y construcción personal en la educación personal. En M. V. Trianes, & J. A. Gallardo (Coords.), Psicología de la Educación y del Desarrollo en Contextos Escolares (pp. 181-192). Madrid: Pirámide.

Awad, G. H. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal of Black Psychology, 33, 188-207. doi:10.1177/0095798407299513

Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10, 251-267. doi:10.1037/1089-2680.10.3.251

Chrisler, J. C., & McCreary, D.R. (2010). Handbook of Gender Research in Psychology. Volume 1: Gender Research in General and Experimental Psychology. New York, NY: Springer.

Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42, 197-205. doi:10.1002/pits.20048

DiPrete, T. A., & Jennings, J. L. (2012). Social and behavioral skills and the gender gap in early educational achievement. Social Science Research, 41(1), 1-15. doi:10.1016/j.ssresearch. 2011.09.001

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153

Elosua, P., & Muñiz, J. (2010). Exploring the Factorial Structure of the Self-Concept. A Sequential Approach Using CFA, MIMIC, and MACS Models, Across Gender and Two Languages. European Psychologist, 15, 58-67. doi:10.1027/1016-9040/a000006.

Esnaola, I., Goñi, A., & Madariaga, J. M. (2008). El autoconcepto: perspectivas de investigación. Revista de Psicodidáctica, 13(1), 179-194.

Esnaola, I., Rodríguez, A., & Goñi, E. (2011). Propiedades psicométricas del cuestionario de Autoconcepto AF5. Anales de Psicología, 27(1), 109-117. doi:10.6018/113531

Fernández, A., & Goñi, E. (2008). El autoconcepto infantil: una revisión necesaria. INFAD. International Journal of Developmental and Educational Psychology, 1, 13-22.

Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519-533. doi:10.1037/0012-1649.38.4.519

Garaigordobil, M., Durá, A., & Pérez, J. I. (2005). Síntomas psicopatológicos, problemas de conducta y autoconcepto-autoestima: Un estudio con adolescentes de 14 a 17 años. Anuario de Psicología Clínica y de la Salud, 1, 53-63.

García, F., & Gracia, E. (2014). ¿Qué estilo de socialización parental es el idóneo en España? Un estudio con niños y adolescentes de 10 a 14 años. Infancia y Aprendizaje, 33(3), 365-384. doi:10.1174/021037010792215118

García, F., & Musitu, G. (2001). Autoconcepto Forma 5. AF5. Madrid: TEA.

Gerardi, S. (2005). Self-concept of ability as a predictor of academic success among urban technical college students. Social Science Journal, 42, 295-300. doi:10.1016/j.soscij.2005.03.007

Goñi, E., Fernández-Zabala, A., & Infante, F. (2012). El autoconcepto personal: diferencias asociadas a la edad y al sexo. Aula Abierta, 40(1), 39-50.

Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124-136. doi:10.1037/0022-0663.95.1.124

Guay, F., Ratelle, C. F., Doy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653. doi:10.1016/j.lindif.2010.08.001

Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505-528. doi:10.1016/j.jsp.2011.07.001

Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28(1), 1-35. doi:10.1007/s10212-011-0097-y

Inglés, C. J., Díaz, A., García, J. M., Ruiz, C., Delgado, B., & Martínez, M. C. (2012). Auto-atribuciones Académicas: Diferencias de Género y Curso en Estudiantes de Educación Secundaria. Revista Latinoamericana de Psicología, 44(3), 57-68. doi:10.14349/rlp.v44i3.1151

Inglés, C. J., Pastor, Y., Redondo, J., & García-Fernández, J. M. (2009). Diferencias en función del género y el curso académico en dimensiones del autoconcepto: estudio con una muestra de adolescentes españoles. Anuario de Psicología, 40(2), 271-288.

Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527. doi:10.1111/1467-8624.00421

Jiménez, M. I., & López-Zafra, E. (2009). Inteligencia emocional y rendimiento escolar: estado actual de la cuestión Revista Latinoamericana de Psicología, 41(1), 69-79.

Madariaga, J. M., & Goñi, A. (2009). El desarrollo psicosocial. Revista de Psicodidáctica, 14, 95-118.

Malo, S., Bataller, S., Casas, F., Gras, M. E., & González, M. (2011). Análisis psicométrico de la escala multidimensional de autoconcepto AF5 en una muestra de adolescentes y adultos de Cataluña. Psicothema, 23(4), 871-878.

Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163. doi:10.1111/j.1745-6916.2006.00010.x

Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. doi:10.1348/000709910X503501

Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442. doi:10.1111/j.1467-9922.2007.00421.x

Miñano, P., & Castejón, J. L. (2011). Variables cognitivas y motivacionales en el rendimiento académico en Lengua y Matemáticas: un modelo estructural. Revista de Psicodidáctica, 16(2), 203-230.

Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The Reciprocal Internal/External Frame of Reference Model. An Integration of Models of Relations Between Academic Achievement and Self-Concept. American Educational Research Journal, 48(6), 1315-1346. doi:10.3102/0002831211419649

Nagy, G., Watt, H., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The Development of Students’ Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories. Journal or Research on Adolescence, 20(2), 482-506. doi:10.1111/j.1532-7795.2010.00644.x

Navas, L., Sampascual, G., & Santed, M. A. (2003). Predicción de las calificaciones de los estudiantes. La capacidad explicativa de la inteligencia general y de la motivación. Revista de Psicología General y Aplicada, 56(2), 225-237.

Olsson, E. (2009). The Role of Relations: Do Disadvantaged Adolescents Benefit More from High-Quality Social Relations? Acta Sociológica, 52, 263-286.

Putnick, D. L., Bornstein, M. H., Hendricks, C., Painter, K. M., Suwalsky, J. T. D., & Collins, W. A. (2008). Pareenting Stress, Perceived Parenting Behaviors, and Adolescent Self-Concept in European American Families. Journal of Family Psychology, 22(5), 752-762. doi:10.1037/a0013177

Riso, A., Peralbo, M., & Barca, A. (2010). Cambios en las variables predictoras del rendimiento escolar en Enseñanza Secundaria. Psicothema, 22(4), 790-796.

Ros, I., & Zuazagoitia, A. (2015). Implicación escolar y autoconcepto. En A. Fernández-Zabala, & L. Revuelta (Eds.), Ajuste personal y social. Investigación psicoeducativa (pp. 119-130). Donostia: EREIN.

Rosário, P., Mourao, R., Baldaque, M., Nunes, T., Núñez, J. C., González-Pienda, J. A., …Valle, A. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en Matemáticas. Revista de Psicodidáctica, 14(2), 179-192.

Skaalvik, E. M., & Skjaalvik, S. (2013). School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking behavior. International Journal of Educational Research, 61, 5-14. doi:10.1016/j.ijer.2013.03.007

Thomas, C. R., & Gadbois, S. A. (2007). Academic self-handicapping: The role of self-concept clarity and students’ learning strategies. British Journal of Educational Psychology, 77, 101-119. doi:10.1348/000709905X79644

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relations between self-beliefs and academic achievement: A systematic review. Educational Psychologist, 39, 111-133. doi:10.1207/s15326985ep3902_3

Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204. doi:10.1037/a0036620