Age, Gender, and Achievement Effects On Academic Self-Concept of High School Children

This study investigated the gender, achievement, and age effects on academic self-concept of high school children and also to provide additional evidence concerning the reliability and validity of the indigenously developed Academic Self-Concept Scale (Ahmed, 1986). The results indicated that there were no significant gender differences. There was a strong positive relationship between achievement and academic self-concept. There were significant differences between different age groups within the same grade. The findings indicated promising evidence for validity and reliability. The utility of academic self-concept in education is discussed.