1

Self-concept among Primary school Students according to Gender and Academic

Achievement variables in Jordan

Nadia Al-Srour Safa Al-Ali The

University of Jordan The Hashemite University

Abstract

The aim of this study is to explore the level of self-concept among primary

school students according to gender and academic achievement variables in Amman.

A random sample was chosen from fourth, fifth and sixth grades in private schools in

Amman city. The sample of the study consisted of (365) male and female students,

(177) males and (188) females. To investigate the level of self-concept among the

sample's participants an Arabic version of self-concept questionnaire was

administrated after investigating reliability and validity for the self-concept

questionnaire.

The findings of the study showed that had a high level of self-concept in

general. However, the level of self-concept differs according to gender and academic

achievement variables as the means of males was higher than the means of females on

the total score and on each scales of peers' relations. Moreover, there is a significant

statistical differences at the level of (∞ ≥ 0.05) in the level of self-concept among

students due to differences in achievement as the differences were for the favor of

high achievers who score more than 95% in the present study, followed by the

students who achieved 85%-94% then those who achieved 85% and those who

refused to tell their averages.

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Introduction

self- concept is one of the significant psychological concepts for many of the

developmental, clinical, social, and specifically educational outputs, it is in the

common sense the positive self concept may contribute positively in enhancing the

academic achievement level, as it consisted of two elements, descriptive and

evaluative, the first represents the first represents the individual's personal belief or

what can be called the self image (Marsh,a 1990).

Self –concept shaped by others and the environment and reciprocally influences how

one perceives the self, others, and the environment, the domains of self concept are

often differentiated from global self worth, self esteem and general self concept all of

which refer to the evaluation of ones worth as a person (Scott and Barona,2011).

Shavelson (1976) defined self-concept as the mental image or perception that

one has of oneself and shaped during his interaction with others and the surrounding

environment, this can be affected by the judgments of others as well as the provided

support. Moreover, he differed between the self-concept that is formed according to

the individual's perceptions for his own behavior and actions and the one based on

others reaction (Bracken, 1996).

Shavelson explained in his definition seven fundamental features related to the

theoretical background of self-concept (Hunt, 1997), those are:

1.It is organized structure

2. It is multi-dimensional, with each dimension reflecting an individual or group’.

3. It is hierarchical, with personal behavior in specific situation at the base, broad

inferences about the self in the middle, and global/general self-concept at the apex.

4. General self-concept is stable, but as one descent the hierarchy, self-concept

becomes more situations specific, and thereby less stable.

5. Self-concept becomes increasingly multidimensional as one grows polder.

6. Self-concept has both a descriptive and an evaluation aspect, and individuals may

weight dimensions differently.

7. Self-concept can be differentiated from others construct such as achievement or

fitness.

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Developmental studies suggest that self-concept emerged as a result of

cognitive and social development, it consists of information related to self cognition

which is a means used by the individual to interpret and understand his experiences

and behaviors. Furthermore, it is a social outcome develops during his relation with

other while affected by their judgments and reactions. For example, the academic self

concept among children is affected by their parent expectations about their academic

abilities (Oyserman, 2001).

Achieving the effective functional performance includes the positive perception

of the individual for himself, and due to the huge amount of experience gained in

school, the academic achievement and school are considered the most important

factors affecting the individual's perceptions and realizations of himself (Hunt, 1997)

Self-concept is a multidimensional concept; it interacts with many areas of the

individual as the imaged perceived by the individual about himself and his abilities

are affected by his behaviors, actions and other people reactions towards those

behaviors in many situations. Despite the differences of images and perceptions

formed by the individual about himself due to the differences in those situations they

are integrated in a sequenced hierarchy since the individual perceptions about him self

extends from sub-domains to form the general self-concept. Therefore, there are two

types of self-concept: 1) academic self-concept which included the perceptions about

personal academic abilities affected particularly in mathematics area and verbal areas

2) non- academic self- concept which includes the perceptions formed by individuals

about his behaviors in the emotional, social and physical fields (Bracken, 1996).

The belief of the strength of self-concept emerged from its interference in

many physiological, social and educational fields due to the interactions with

experiences and behaviors with others reactions. William James stated that the

individual's beliefs about himself will directly affect his decisions and behaviors. In

an analytical study for (21) studies investigated the general self-concept and another

(20) studies aimed to investigate the academic self-concept, the findings reveled that

LD children showed low self-concept especially in the academic domain (Chmpan,

1988), this indicates the correlation strength between the achievement and the self

image formed by the individual (West, et al, 1980).

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In sociology, Herbert and coolly confirmed the importance of social self

concept, stating that positive self-concept will lead to a desirable social behavior

(Scheirer and Kraut, 1979).

Sandchez & Roda (1995) stated the strong relation between academic

achievement and self- concept among primary school students, they used self

description questionnaire on a sample consisted of (245) primary school students. The

findings showed that the general self-concept and the academic self-concept

considered to be a good predictor for the individuals general performance.

Ishak & Chaw (2010) sought to explore the factors affecting the general self-

concept among adolescents in a study consisted of (1168) male and female students.

Self- concept questionnaire was administrated to explore their perceptions of

themselves. The results concluded three primary factors affecting the self-concept,

those are academic achievement, appearance and physical abilities and social

relations.

Furthermore, Wenglinsky (1996) administrated the 102- Item SDQ-II, to a

sample of 1,130 students participating in outward Bound, USA programs, finding that

the instrument can be reduced to thirty items with little loss of reliability, second it

applies regression analysis to the national educational longitudinal study, which

contain items from the SDQ-II, to measure the relationship between each self concept

domain and achievement in reading and mathematic, find that the effect of self

concept on achievement is domain specific: academic domains of self concept affect

academic achievement, while non academic domains do not.

The relation between academic self concept and academic self efficacy, studied by

(Ferla, Valcke, and Cai, 2009), the results indicates :

1. Students academic self concept strongly influences their academic self

efficacy beliefs.

2. Academic self concept is a better predictor (and mediator) for effective

motivational variables while academic self efficacy is the better predicator for

academic achievement.

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In another study, Kaur & Kaur (2009) aimed to explore the relationship

between academic achievement and home environment and self-concept among a

sample of student consisted of (300) male and female students. The researchers

administrated Self concept list (Deo, 1988) and home environment Inventory

(Misra, 1989). The findings of the study showed that there was no significant

correlation relationship between self-concept and academic achievement among

adolescents meanwhile, there were a significant relation between self-concept and

the nature of home environment.

The relationship between self-concept and achievement is not comprehensible;

however, intervention programs assumed that positive self-concept is related to

student's performance; as if self-concept is high the student's academic

achievement is enhanced. Meanwhile, researchers noticed that there is a problem

in explaining this relation assuming that the high academic achievement led to a

high self-concept ( Hunt, 1997)

The weakness of relation between general self-concept and achievement may

hide the reality revolving around the strength between some fields of self-concept

and academic achievement. Marsh(1990)found that there is strong positive

relation between mathematics achievement and mathematics self concept as well

as between reading achievement and verbal self concept. Meanwhile, there were

reversal relation between reading achievement and mathematics self concept and

the same for verbal self concept.

Gender differences in academic self – concept have been a topic of research

for several decades, studies of gender differences in general academic self –

concept have yielded inconclusive result. Githua and Mwangi ( 2005) investigated

how student' mathematics self – concept (MSC) is related to their motivation to

learn mathematics (SMOT) and gender differences in the two constructs. Result

show a statistically significant relationship between students' mathematics self –

concept (MSC) and motivation to learn mathematics ( SMOT). Mathematics self –

concept explained 63% of the variance in SMOT. Gender differences favoring

boys, that boys perceive their success in mathematics more positively than girl.

Gender differences continue to exist,Skaalvik and Skaalvik (2004) indicated

that male students had higher self – concept in mathematics than did femal

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students, but older student had higher verbal than mathematics self – concept

regardless of gender.

Rationale of the Study

The rationales of this study are represented in:

1) The need of developing an instrument for the Jordanian environment with

suitable validity and reliability considering the natural of the educational stage

to contribute in investigating the student's understanding of themselves.

2) The necessity of exploring the variables related to self concept among students

and identifying the differences between them.

3) Enriching the related literature with the level of self concept among primary

school students in Amman area and the influence of academic achievement.

Study Importance

The importance of this study is represented in developing a Jordanian form of

(SDQ-I) questionnaire with suitable validity and reliability values to contribute in

investigating the student's understanding of themselves. Therefore, the importance of

this study appears in:

1) Providing a Jordanian form of (SDQ-I) questionnaire with suitable Jordanian

validity and reliability values.

2) Enriching the related literature with the level of self concept among primary

school students in Amman area.

3) Exploring the level of differences between students' self concept according to

the differences in gender and academic achievement.

4) Providing teachers and school counselors with a Jordanian form that can be

used in exploring the levels of self-concept expressed by self description in the

questionnaire among primary school students.

5) Directing researchers' attention towards self-concept and its affect with

academic achievement and gender.

http://www.google.jo/url?q=http://www.adbi.org/working-paper/2009/03/17/2899.global.determinants.stress.risk.ppp.infrastructure/objectives.and.rationale.of.the.study/&sa=X&ei=9NhfTsmBGciO8gPy-7GtAw&ved=0CDcQ2wQ&usg=AFQjCNGvHXr6uCTD1wAEPwfu5ZwaKPLLxw

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Study Questions

The aim of this study is to explore the level of self-concept among primary school

students (Fourth, fifth, sixth grades) according to their gender and academic

achievement variables in Amman area. This in order to conclude some information

that may contribute in determining the level of self concept among primary school

students in this area and the effects of gender and achievement to help specialists to

consider it in educational applications. Particularly, the study is seeking to answer the

following research questions:

1) What is the level of self concept among primary school students in Amman?

2) Are there any significant statistical differences at the level of (∞= 0.05) for

performance on the total score on the self description questionnaire among

primary school students due to differences in gender and academic

achievement? .

3) Are there any significant statistical differences at the level of (∞= 0.05) for

performance on the subscales on the self description questionnaire among

primary school students due to differences in gender and academic

achievement? .

Method

Population and Study Sample

The population of the study is all Primary school students studying in the

fourth, fifth and sixth grades in the private school in Amman Area (Jordan University

Metropolitan area). The sample of the study consisted of (365) male female students

chosen randomly. Table (1) shows the distribution of the sample according to gender

and achievement variables

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Table (1): Study Sample distribution according to gender and achievement (n=365)

Achievement

Gender

Male Female Total

Less than 85% 30 28 58

84%-94% 78 77 155

More than 95% 47 49 96

Refused to tell 22 34 56

Total 177 188 365

Research Instruments

To achieve the aim of this study an arabized form of Self- Description

Questionnaire (SDQ) for the primary school was developed. The original

questionnaire was developed by Marsh (1988) setting out from the theoretical

background of multidimensional self-concept. This questionnaire can be

administrated individually and in groups and there are no certain training needs as it

needs only 15 minutes to be finished on individual level. The SDQ is targeting fourth,

fifth and sixth graders. Items were phrased in sentences followed by an evaluation

questionnaire (True, sometimes true, and wrong) (Marsh, 1990).

The questionnaire is consisted of (76) items asses student's self description in

two domains

- The Academic domain: the items in this domain aim to explore the level of

individual's description of himself in the school academic fields, this include

the following areas: reading, mathematics and General School.

- Non Academic domains: the items in this domain aim to explore the level of

individual's description of himself in non academic domains, it includes the

following areas: physical appearance, physical abilities, Peer relations ,

Parental relations and General Self.

The original questionnaire had high reliability and validity calls for the need to

develop an Arabic version fitting the Jordanian environment to contribute in exploring

the level of student's description for themselves. Following the procedures followed to

develop the Jordanian form of the questionnaire:

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1) The initial form of the questionnaire was developed through the

translation of the original items into Arabic language taking into

consideration the content of each item with the correct phrasing.

2) The Arabic form of the questionnaire was sent to (10) specialized raters

working in special education and counseling Department in the

University of Jordan to obtain their opinions about the translation

accuracy into Arabic language and to obtain their opinions about

phrasing.

3) The Arabic form of the questionnaire was sent to (10) specialized raters

working special education and counseling Department in the University

of Jordan to obtain their opinions about the reliability of the content .

Their agreement totaled (90%).

4) The questionnaire was administrated on a total sample to reach

statistical Data about the validity of the Jordanian form as reliability

coefficients were calculated using internal consistency, in terms of

statistics paragraph using the equation of Cronbach alpha. Table (2)

shows that.

Table (2): Internal Consistency Coefficients for the Total sample by scale (N=365)

Scales Coefficient Alpha

Physical Ability 76.0

Physical Appearance 7600

Peer relations 7600

Parental relations 7600

Reading 76.7

Mathematics 76.0

General School 76.0

General Self 76.0

Total score 7600

Table (2) shows that the reliability coefficients are high, as it totaled (0.93) for

performance on the total score. Meanwhile, coefficients ranged from (0.65 – 0.89) for

performance on the subdomains of the questionnaire. Therefore, the questionnaire has

good reliability values and it is appropriate to be administrated on the study sample.

Administration

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The study instrument was administrated on the students studying in the private

schools West Amman District, in the fourth, fifth and sixth classes. The

administration duration was 3 months as the researchers applied the questionnaire

without any help on the sample as a group (chosen randomly). The researchers

explained the administration instructions mentioned on the questionnaire asking

respondents to response accurately on all items. The confidentially of information

were confirmed too. Thus, writing the name of the respondent on the questionnaire

sheet was optional.

The questionnaire was distributed on all respondent whom in turn wrote their

evaluations and since there is a possibility of difficulties in reading or

misunderstanding among fourth grader, each item was read solely and explained for

students then they were asked to write their evaluations.

Scoring

The scores were obtained by convert the student' response to each item into one

of the following scores: True =3, sometimes true =2, false =1. 8 scores were obtained

to represent the subscales of the SDQ-I: Physical Ability, Physical Appearance, Peer

relations , and Parental relations, Reading, Mathematics, General School and General

Self. All scores were added for each respondent to obtain the total score on the

questionnaire to represent the general self concept of them.

Study Design and Statistical analysis

To answer the study questions, the means and standard deviations of students'

scores for each subscales were obtained. Moreover, the means and standard deviations

of the performance in the total score of the questionnaire were calculated according to

gender and academic achievement variables. Two way ANOVA was used to measure

the indication of the differences between the means, then Tukey test was used for post

differences of performance on the total score of the questionnaire.

Two way MANOVA and Two way ANOVA were used to calculate the

indication of means differences on the subscales according to gender and achievement

variables. Additionally, Tukey test was used for post differences to revel the sources

of differences.

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Results

The purpose of this study is to investigate the level of self-concept among

primary school students and its relation to their gender and academic achievement in

Amman Area. To achieve this purpose a random sample was chosen from primary

school students studying in the private schools Amman. The instrument was

administrated on the sample after checking out reliability and validity. Following, the

results of the study.

First: Results of the first question: What is the level of self concept among

primary school students in Amman?

To answer this question the performance mean of the sample on the total score

of the questionnaire and subscales were extracted, the obtained scores were

distributed on three categories as follows:

- low level of self description represented on the degrees 1- 1.66

- Average level of self description represented on the degrees 1.67- 2.33

- high level of self description represented on the degrees 2.34- 3.00

Table (3) Demonstrates the means and Standard Deviations For subscales and total

score on Self Description Questionnaire in Jordanians sample , (n= 365).

Table 3: Means and Standard Deviations For Subscales and Total

Score on Self Description Questionnaire , (n= 365).

Scale Mean SD

Physical Ability 06.. 76000

Physical

Appearance 0600 76000

Peer relations 060. 760.0

Parental relations 06.7 76000

Reading 0600 76007

Mathematics 0600 76000

General School 0600 76007

General Self 0600 76000

Total score 06.0 76000

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Table (3) shows that the level of self description among primary school students

was high in general. Moreover, it appears the highest means were for the Parental

relations scale while the lowest was for mathematics scale.

Second: Results of the second question: Are there any significant statistical

differences at the level of (∞= 0.05) for performance on the total score on the self

description questionnaire among primary school students due to differences in

gender and academic achievement?

Means and standard deviations were calculated for performance on the total

score of the questionnaire according to gender and academic achievement (n=365)

Table (4) shows that:

Table 4: Means and Standard Deviations For Total Score on Self Description

Questionnaire According to Gender and Achievement , (n= 365).

Achievement Gender Mean SD

Less than 85%

Male 06.0 76000

Femal 0600 76000

Total 0600 76000

( 84%-95%)

Male 06.0 760.0

Femal 06.0 76077

Total 06.0 76000

More than 95%

Male 0600 76000

Femal 0600 76000

Total 0600 760..

Refused to tell

Male 06.. 76000

Femal 0600 76007

Total 060. 76000

Total

Male 06.0 76000

Femal 06.0 76000

Total 06.0 76000

As shown in Table(4) there are significant statistical differences between the

means of performance on the total score of the questionnaire according to gender and

academic achievement as the means of males' performance were higher from the

means of female's performance in general. Furthermore, Table (2) shows that the

highest means were for the favor of the students with the highest achievement (95%)

while the lowest for the students who achieved less than (85%) or those who refused

to give their averages.

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To find the indication of the differences in performance means on the total score

of self description questionnaire Two way ANOVA was used according to gender and

academic achievement. Table (5) demonstrates the results of Two way ANOVA

according to gender and achievement.

Table 5:Two way ANOVA for Total Score on SDQ-I According to Gender and Achievement

(N=365)

Source of

Variantion

Sum of

Squares

Degrees of

Freedom

Mean of

Squares F Significance

Avrg 06000 0 76000 060.. 76777

Gender 76000 0 76000 .6000 76770

Avrg * G 76000 0 76700 76..0 7600.

Error 0.6000 000 76700

Total 0.6.00 000

Table(5) shows that (f) value for gender and academic achievement was

significant at the level of (∞ = 0.05) indicating that there are significant statistical

differences due the differences in gender and achievement. Meanwhile, (F) value for

the effect of interaction between f

Tukey test was used to explain the sources of differences shown in the means of

the sample's performance. Table (6) shows that the differences in performance means

for the total score was for the favor of high achievement students in general, the

differences were for the (95%) category students, followed by (85-84%) students then

those with less than 85% and finally students who refused to give their averages.

Table 6: Tukey Pos Hoc Test for the Total Scores on SDQ-I According

to Achievement (N =365).

Achievement Achievement

(84% -94%) More than 95% Refused to tell

Less than

85% -7670 -.00)*( 7670

(84% -94%) -.00)*( 7670

More than

95% .0.)*(

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Third: Results of the third question: Are there any significant statistical

differences at the level of (∞= 0.05) for performance on the subscales on the self

description questionnaire among primary school students due to differences in

gender and academic achievement? .

Means and standard deviations were calculated for performance on the sub

Scales of the questionnaire according to gender and academic achievement (n=365)

Table (7) shows that:

Table 7: Means and Standard Deviations For Subscales Score on Self Description Questionnaire

According to Gender and Achievement , (n= 365).

Subscales Achievement

Gender

Male Female Total

Mean SD Mean SD Mean SD

Physical Ability

Less than 85% 060. 76000 06.0 76000 0607 760.0

(85% -94%) 0600 76000 0600 7600. 06.0 76000

More than

95% 06.7 76007 0600 760.. 06.0 76007

Refused to tell 0600 76007 060. 76000 0600 7600.

Total 0600 7600. 0600 76000 06.. 76000

Physical

Appearance

Less than 85% 06.0 7600. 06.0 760.7 06.. 76007

(85% -94%) 0600 76000 0600 7600. 0600 76070

More than

95% 0600 76000 0600 76000 0600 76077

Refused to tell 06.7 76000 0600 76007 0600 76000

Total 0600 76000 0600 76000 0600 76070

Peer relations

Less than 85% 060. 76077 0600 76000 0600 7600.

(85% -94%) 0600 76000 06.7 7600. 060. 760.7

More than

95% 06.0 7600. 06.0 76070 06.0 76000

Refused to tell 0600 760.0 0600 76000 0600 76000

Total 0600 76000 0600 76070 060. 760..

Parental relations Less than 85% 0600 76000 0600 76000 060. 76007

(85% -94%) 0600 76000 06.0 76070 0600 76000

More than

95% 06.. 76000 06.0 76000 06.. 76000

Refused to tell 06.0 76000 06.7 7600. 06.0 7600.

Total 0600 76000 06.0 76070 06.7 76000

Reading

Less than 85% 06.0 760.. 06.7 76000 06.0 76000

(85% -94%) 0600 7600. 060. 7600. 0600 76000

More than

95% 06.0 76000 06.0 76070 06.0 76070

Refused to tell 0607 7600. 0600 76000 0600 76070

Total 0600 76000 060. 7607. 060. 76000

Mathematics Less than 85% 0600 76000 0600 76.70 0600 76.7.

(85% -94%) 0600 76000 0600 760.. 0607 76000

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Table 7: Means and Standard Deviations For Subscales Score on Self Description Questionnaire

According to Gender and Achievement , (n= 365).

Subscales Achievement

Gender

Male Female Total

Mean SD Mean SD Mean SD

More than

95% 0600 760.7 0600 76000 06.0 76070

Refused to tell 06.0 76000 060. 760.. 0600 76000

Total 0600 7600. 0607 76000 0600 76000

General School

Less than 85% 0600 76000 0600 76000 0600 760.7

(85% -94%) 0600 76000 0600 760.0 0600 760.0

More than

95% 06.0 76000 06.0 76077 06.0 76000

Refused to tell 0600 76000 0600 76070 060. 76000

Total 0600 7600. 0600 76000 0600 76070

General Self Less than 85% 0607 7600. 0600 76000 0600 7600.

(85% -94%) 0600 7600. 0600 760.0 0600 76000

More than

95% 06.0 76000 06.0 76007 06.0 76000

Refused to tell 06.. 76000 0607 76007 06.0 76000

Total 0600 7600. 060. 76007 0600 76000

Table (0) shows that shows that the level of self description among primary

school students was high in general. Moreover, it appears the highest means were for

the Parental relations scale while the lowest was for mathematics scale. Moreover, the

means of performance on the sub scales among students was higher for students with

(95%) averages compared with those with less than (85%) averages.

With regard to gender variable table (5) shows that the means of males'

performance were hand higher than the means of females on physical abilities, Peer

relations , General School and mathematics scale. Meanwhile, the means of females'

performances were higher on relation with parents, reading and General Self scale. On

the physical appearance scale there were no differences between males and females.

To find the indication of the differences in performance means on the total score of

self description questionnaire Two way MANOVA was used according to gender and

academic achievement. Table (.) demonstrates the results of Two way MANOVA

according to gender and achievement.

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Table 8: Two way MANOVA for Subscales Score on SDQ-I According to Gender and

Achievement (N=365)

Source Value F StdError Sig

Wilks' Lambda

Achievement(Avrg) 76.00 06.0. 0.06.70 76777

Gender(G) 76.70 076070 0006777 76777

(Avrg) * (G) 76000 76.70 0.06.70 76000

Table (.) shows that (f) value for both gender and academic achievement was

significant statistically, indicating that there are significant statistical differences due

to gender and achievement, meanwhile, there were no significant statistical

differences due to the interaction between them.

Furthermore, Two way ANOVA was used to calculate the indications of performance

differences on the subscales. Table (0) explains those differences.

Table 9:Two way ANOVA for Subscales Score on SDQ-I According to Gender and

Achievement (N=365)

Scales Dependent

Variable

Sum of

Square

s

Df Mean

Square F Sig

Physical Ability

Avrg 76000 0 76000 06007 76000

Gender 06000 0 06000 006..0 76777

Avrg * G 76000 0 767.0 760.7 7607.

Error 006.00 00. 76070

Total 0060.0 000

Physical

Appearance

Avrg 76000 0 76700 760.0 7600.

Gender 76700 0 76700 76007 76000

Avrg * G 76000 0 7670. 76070 76000

Error 006000 00. 76700

Total 006070 000

Relation with

Peers

Avrg 060.0 0 76000 060.0 76700

Gender 76700 0 76700 76000 760.0

Avrg * G 760.. 0 7670. 76000 76000

Error 006000 00. 76000

Total 006000 000

Relation with

Parents

Avrg 76000 0 760.. 06000 7670.

Gender 76700 0 76700 76000 76.00

Avrg * G 76070 0 76070 06077 76000

Error 006070 00. 76700

Total 0.677. 000

Reading

Avrg 06000 0 76070 06000 76777

Gender 76700 0 76700 760.7 76.00

Avrg * G 7600. 0 7670. 76.70 76007

17

Error 006007 00. 76700

Total 0060.0 000

Mathematics

Avrg 06700 0 06000 06.70 76770

Gender .600. 0 .600. 006000 76777

Avrg * G 06000 0 7607. 06070 760..

Error .06.00 00. 76007

Total 0060.0 000

General School

Avrg 06000 0 06000 .6.70 76777

Gender 760.. 0 760.. 06000 760.0

Avrg * G 76700 0 76700 76000 7600.

Error 006.70 00. 76000

Total 0.6770 000

General Self

Avrg 0600. 0 76000 06000 76770

Gender 76700 0 76700 760.0 76000

Avrg * G 76700 0 76770 767.0 76000

Error 006000 00. 76700

Total 0.6000 000

As shown in Table (0) (f) values according to gender were significant statistically on

physical abilities and mathematics Scales. While, on academic achievement variable

(f) values was significant on Peer relations , reading, mathematics, General School

and General Self scales.

Tukey test was used to explain the sources of differences shown in the means of the

sample's performance. Table (07) explains those sources.

Table 10:Tukey Pos Hoc Test for the Subscales Scores on SDQ-I

According to Achievement (N =365).

Scale Achievement Achievement

(85%-

945)

More

than

95%

Refused to

tell

Physical Ability

Less than 85% 7670 7670 7600

(.0 %-00)% -7670 767.

More than 95% 7600

Physical

Appearance .

Less than 85% -7670 -7670 -767.

(.0 %-00)% -7670 -7670

More than 95% 7670

Peer Relations

Less than 85% -7670 -7670 7600

(.0 %-00)% -7670 .00)*(

More than 95% .00)*(

Parental

Relations

Less than 85% 7670 -767. -7670

(.0 %-00)% -7670 -7670

More than 95% 767.

Reading Less than 85% -7600 -.00)*( -7600

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(.0 %-00)% -.00)*( 7670

More than 95% 7600

Mathematics

Less than 85% -767. -.00)*( -7670

(.0 %-00)% -.00)*( 7670

More than 95% .00)*(

General School

Less than 85% -7670 -.00)*( -7670

(.0 %-00)% -.07)*( 767.

More than 95% .0.)*(

General Self

Less than 85% -7670 -.00)*( 7670

(.0 %-00)% -.00)*( 7670

More than 95% .0.)*(

Table (10) shows that the means of the highest performance were for the favor of high

achievers who scored (95%) on all subscales which all were significant statistically.

Discussion

The purpose of this study is to explore the levels of self concept among primary

school students according to gender and achievement variables in Amman area. To

achieve this aim a random sample consisted of (365) male and female students from

the ,fourth, fifth and sixth grades were chosen.

The findings of the study showed that primary school students in Amman area

had a high level of self concept represented in the performance mean on the total

degree totaling (2.64) and on all the subscales of the questionnaire. The highest was

for the relation with parents scale while the lowest was for the mathematics scale.

With regard to gender variable the means of males' performance were higher than the

means of females' performance. This may be due to the differences in several factors

such as parenting styles and the culture in Arab states which focuses on increasing

males' confidence in a higher manner than females, as well as the type of enforcement

received by males is different than the one received by females.

Furthermore, findings indicated that there are significant statistical differences

in performance on the total score of the questionnaire according to achievement as the

result showed that high achievers (95%) had higher self concept than those with

achievement lower than 85%. This result is a very important one when talking about

scientific and achievement outcomes and students' motivation as well as its relation to

19

the perspective that formed by the students about himself. Many studies mentioned

that there is a strong interaction relation between self concept among students and

their academic achievement level as one can predict one of them by knowing the

other.

When defining self concept as the image formed by the individual himself

during interactions with others and its interactions with the surrounding environment,

the academic achievement, which reflects the ability of the student in reading and

mathematics skills and other academic areas, from more variables that contribute to

the image formed by the individual himself, as students with high achievement feel

success and confidence than low achievers and that the level of social acceptance by

parents, teachers and other students with achievement of high and the promise of the

boosters and the positive feedback reflects the satisfaction, enhance the confidence of

the student high achievement by itself, and it is expected that develop the concept

with the highest when compared with students with low achievement, which gave

them a sense of shame, frustration and failure, as well as refusal to meet him and

scolding and dissatisfaction of teachers, parents and others in the community around

him.

Those differences seem to be clear in the results of the current study as after

administrating Tukey test for post differences the level of self concept was for the

favor of the students with academic achievement higher than 95% followed by

students with academic achievement varied between 85-94% then the students with

achievement less than 85% finally the students who refused to mention their averages.

This indicates that there is a strong correlation relation between positive self concept

with achievement, another confirmation of this results that those who refused to

mentioned their averages had a low self concept compared by other students. This

makes us expecting that the achievement is low unless there was no other reason since

the students was informed that the data will be for scientific research only and will be

treated confidentially.

With regard to the results of the third question the findings showed that there is

a difference in the means of students' performance on the subscales of the self

description questionnaire, those means differed according to the differences in gender

and academic achievement. The highest mean was for the relation with parents scale.

21

Meanwhile, the lowest was foe mathematics scale. This result indicates the self

concept related to the relation with parents was high in general and can be attributed

to the parenting and culture factor the concentrates from a young age on the respect

and love of parents for both males and females and this can be reflected and

reinforced by satisfaction from parents.

On the other hand, the self concept in mathematics scale was low, this may be

due to the negative idea about mathematics as it is undesired subject by students in

many educational stages.

With regard to gender variable, the results indicated that the averages of the higher

significance was in favor of males on each of the of physical and mathematics scales,

which means that the self-concept among males in their abilities physical and skills in

mathematics were higher than females on these dimensions.

Those two subscales especially the physical scale is affected totally by gender,

parenting and Arabic culture which assumes that physical ability of males is higher

than in females. Additionally, the opportunity of practicing sports by males is higher

than the opportunity of females providing students with a feedback on their physical

skills higher than the one provided for females.

As well as mathematic scale, the nature of encouragement and strength by the

parents is usually directed more to males than in females, as the family seeks to

provide all the ways to facilitate the learning process, especially if the son mentioned

he was ranked first. All of the practices followed by the family, school and

community to enhance the male self-concept have a high score compared with female.

The results of the current study, confirmed the difference in the level of self-concept

on different sub-dimensions of academic achievement, as were all for the achievement

of students with high grades who were above 95% on all sub-dimensions that showed

the results of analysis of variance as a function of the bilateral statistically. This result

is logical in light of the importance of academic achievement on many variables,

psychological and educational, the concept of self, which might as a student for the

same with regard to his skills in reading, math and other academic areas depend

primarily on academic achievement, in addition to that usually has the students with

the collection of high acceptance social high by teachers, parents and colleagues, it is

21

expected to be associated with the concept of self-peer relations with also high.

What has been concluded from the results, confirming the need for attention to the

concept of self among primary school students in particular and all students in

general, on account of its importance in the educational applications and because of

its relationship to positive with many of the educational concepts, For educators and

teachers keen to develop the concept of positive to all students, and taking into

account individual differences among them, and strengthen their self-confidence, and

provide opportunities for all, as factors play a role in the perceptions formed by the

student himself.

Furthermore, the researchers state the need of careful attention when

generalizing the results, as it is limited to students in grades fourth, fifth and sixth in

private schools in the Amman area, and recommends that further research on self-

concept among students and disclosure of its relationship with other educational

concepts such as motivation and effectiveness, and General School.

22

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