Self-Concept Among Elementary School Students (A Field Study on a Sample of Grades 7-9 Students in Abyan Governorate Schools)

Abstract

This study aimed to assess self-concept among upper elementary school students (Grades 7-9) and explore the relationship between self-concept and study variables (gender, academic achievement).

The study was conducted on a sample of 243 male and female students aged 14 to 17 years. The findings estimated the self-concept parameter within lower and upper bounds of (15.79 to 16.23) at a 95% confidence interval, with a normative estimate of (16.04) and standard deviation of (1.754). Results revealed statistically significant differences at the significance level (α 0.01) among self-concept dimensions, indicating rank order differences across: social self, physical self, academic self, and psychological self. The study also demonstrated a statistically significant correlation (α 0.01) between self-concept and academic achievement averages, where at least three self-concept dimensions showed significance at (α 0.01), accounting for 18.9% of systematic variance in academic achievement scores. Furthermore, significant differences emerged according to gender in favor of female students. The study concluded with several recommendations and proposals.