Gender Differences in Self-Concept and Its Impact on Academic Performance Among Adolescents

Gender Differences in Self-Concept and Its Impact on Academic Performance Among Adolescents

Noor Fadzliana Ahmad Jaafar¹, Azlina Abu Bakar²*, Muhammad Bazlan Mustafa³,Taufiqnur Selamat⁴

^1,2,3Faculty of Human Development, Sultan Idris Education University, Malaysia

⁴Cocurricular Unit, Student Activity Centre, University of Technology MARA, Shah Alam, Malaysia

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300353

Received: 12 March 2025; Accepted: 18 March 2025; Published: 21 April 2025

ABSTRACT

Self-concept plays a pivotal role in shaping individual development, especially within educational contexts, as it directly influences students’ confidence, motivation and ability to overcome challenges, thereby significantly impacting their academic performance and overall success. This study investigates the impact of self-concept on academic achievement among adolescents. A total of 464 secondary school students from Perak, Malaysia, were selected using cluster sampling. The Academic Self-Concept and Non-Academic Self-Concept scales were used as measurement instruments. Data were analyzed using IBM SPSS 27, employing descriptive statistics, regression analysis, and t-tests. Findings revealed that 64.7% of students demonstrated excellent academic performance, 32.5% achieved a commendable level, and 2.8% barely passed. Correlation analysis showed a significant relationship between self-concept and academic achievement (r=0.780), indicating a strong positive association. Additionally, t-test results identified significant gender differences in the relationship between self-concept and academic achievement. These findings highlight that academic success is not solely dependent on intelligence but is strongly influenced by self-concept, which plays a crucial role in shaping learning processes and long-term academic outcomes. Therefore, interventions aimed at enhancing students’ self-concept such as mentorship programs and positive reinforcement strategies should be integrated into educational settings to foster academic achievement

Keywords: Self-Concept, Academic Achievement, Education, Adolescents.

INTRODUCTION

Achievement in examinations plays a crucial role in evaluating the extent to which students have mastered the knowledge, skills, and values measured in each subject. Student success is a key driver of national development [1]. In education, self-concept formation is a fundamental process that extends beyond academic mastery to shape students’ overall growth. Self-concept refers to an individual’s perception of their appearance, physical health, abilities, weaknesses, and behavior. It serves as an internal framework that influences thought patterns and actions, directly impacting cognitive abilities and accounting for 88% of an individual’s awareness level [2]. A positive self-concept enhances confidence in one’s abilities, motivating individuals to take effective actions when facing challenges, including academic challenges [2]. Individuals with a strong self-concept are more likely to view problems as opportunities rather than obstacles, thereby improving their ability to achieve goals [3]. Given the crucial role of self-concept in shaping student motivation and persistence, it is essential for educators to foster environments that nurture positive self-perception, enabling students to develop confidence in their abilities and navigate academic challenges effectively.

LITERATURE REVIEW

Academic achievement is widely understood as the result of a complex interplay between personal, social, and emotional factors [4]. In a similar vein, [5] emphasizes that academic performance is frequently assessed through the lens of students’ inherent abilities. The determinants of academic excellence can be broadly categorized into two main groups: external and internal factors. External factors encompass societal pressures, environmental influences, and support systems that motivate and facilitate students’ academic success. On the other hand, internal factors pertain to students’ attitudes, self-discipline, and proactive efforts toward achieving academic goals. Ultimately, student success is shaped by the dynamic interaction of both personal and external influences [6]. Self-confidence, or self-concept, significantly influences students’ academic success. A study [7] involving 100 students in the Sonipat district found a positive relationship between self-concept and academic achievement. This suggests that students with a positive self-perception are more likely to achieve higher academic success.

Similarly, studies by [8] and [9] have consistently demonstrated a strong positive correlation between self-concept and academic achievement. Students who possess a positive self-concept are more likely to approach their future with optimism, confront challenges with resilience, and persist in the face of setbacks. These findings underscore the critical role of cultivating a robust self-concept in promoting academic success. Specifically, students with a positive self-concept tend to achieve higher academic performance, as they have greater confidence in their abilities, maintain a constructive outlook, and are better equipped to handle academic stress effectively.

RESEARCH OBJECTIVES

This study aims to explore the factors influencing academic achievement among adolescents, with a specific focus on self-concept and gender differences. The objectives are as follows:

• To identify the academic achievement level among adolescents.
• To determine the relationship between self-concept and academic achievement among adolescents.
• To examine gender differences in self-concept among adolescents.

METHODOLOGY

A total of 464 adolescents from secondary schools across Perak, Malaysia, were selected through cluster sampling. To measure self-concept, the researcher adopted the Academic Self-Concept and Non-Academic Self-Concept instruments developed by Marzuki Ngah (2002). These instruments comprise 30 items, with 15 items measuring Academic Self-Concept and 15 items measuring Non-Academic Self-Concept [10]. A pilot study was conducted to assess the validity and reliability of the instrument in the Malaysian educational context, confirming its suitability for this study. Data were collected through survey questionnaires and analyzed using IBM SPSS 27, applying descriptive statistics (mean, standard deviation) and inferential analyses (Pearson correlation, independent t-tests) to examine the relationships between self-concept, academic achievement, and gender differences.

FINDINGS

Academic Achievement Level Among Adolescents

Table 1: Academic Achievement Level

The results indicate that a majority of adolescents (64.7%) achieved an excellent level of academic performance, while 32.5% attained a commendable level, and only 2.8% merely passed. This suggests that most adolescents demonstrated high and satisfactory academic performance.

Self-Concept and Academic Achievement Among Adolescents

Table 2: Correlation Analysis between Self-Concept and Academic Achievement among Adolescents

**p<0.01

Correlation analysis (p<0.01) revealed a significant and strong positive relationship (rxy = 0.780, p = 0.00< 0.01) between self-concept and academic achievement.

Self-Concept by Gender Among Adolescents

Table 3: Distribution of Mean and Significant Values (t-Test) for Self-Concept by Gender

** Significant at the 0.01 level (2-tailed)

T-test analysis indicated a significant difference in self-concept between male (M = 134.312, SD = 17.642) and female adolescents (M = 126.872, SD = 21.310). The t-value was 4.269 with df = 462 and a significance value of p = 0.001 (< 0.05), suggesting that male adolescents exhibited higher self-concept compared to female adolescents. These results confirm a significant gender difference in self-concept, with male adolescents demonstrating higher self-concept than their female counterparts.

DISCUSSION

The findings of the study are consistent with Maslow’s Hierarchy of Needs Theory [11], which posits that adolescents who achieve higher levels of self-recognition and self-actualization are more likely to excel academically. The strong relationship between self-concept and academic achievement corroborates earlier research [7], [12], which similarly identified a positive correlation between self-concept and students’ academic performance. This suggests that students with a well-developed self-concept are more likely to hold a positive self-perception, recognize their strengths, and appreciate their capabilities. As a result, they are better equipped to build and maintain positive interpersonal relationships, which are integral to achieving success in both personal and academic endeavors [2]. In relation to Maslow’s Hierarchy, before students can develop a strong self-concept and excel academically, their physiological (food, sleep) and safety (stable environment) needs must be fulfilled. A lack of these can hinder learning and self-confidence. Social acceptance, peer relationships and teacher support contribute to a positive self-concept. When students feel valued, their confidence grows, improving motivation and academic success. At the highest level, students with a well-developed self-concept strive for personal growth, intellectual curiosity and academic excellence. They set higher goals, persist in challenges, and maximize their potential.

Furthermore, Maslow suggests that a strong, positive self-concept enhances motivation, resilience and academic performance, while unmet basic or psychological needs can hinder achievement.

Additionally, [2] emphasize that students with a strong self-concept are more confident, think positively, and remain motivated when facing academic challenges. Self-belief is a crucial element to ensure that students continue striving without hesitation and can adapt to both social and academic situations. This indirectly helps students interact more effectively in interpersonal relationships, which in turn positively influences their success in life and learning. Therefore, strengthening students’ self-concept is key to their academic success.

Furthermore, studies based on gender differences are often conducted to examine the relationship or disparity between these two variables. The t-test analysis reveals a significant difference in self-concept between male and female adolescents. This means that the self-concept scores of males and females differ in a way that is unlikely to be due to chance. A significant result suggests that gender plays a role in shaping self-concept. For example: Males may have a higher self-concept in certain areas like physical ability or independence. Females may have a higher self-concept in social relationships or academic abilities. The exact nature of the difference depends on the mean scores, effect size and direction of the difference found in the t-test results.

Findings also indicate that male adolescents have a higher self-concept than female adolescents. A study on gender as a moderator in the relationship between self-concept and academic achievement [13] on 248 secondary school students in the Jammu District. The study found a significant difference in gender regarding self-concept and academic achievement. The analysis results show that male students exhibit a significant difference in the relationship between self-concept and academic achievement, where a higher self-concept is associated with better academic performance.

CONCLUSION

In conclusion, strategies such as personalized teaching approaches, targeted academic intervention programs and consistent guidance can significantly enhance adolescents’ academic achievement [14]. Academic excellence is influenced by a multitude of factors, including self-concept, students’ attitudes, and their intrinsic motivation. As such, prioritizing core subjects while fostering a holistic learning environment is crucial to ensuring an integrated and effective educational process, ultimately leading to improved academic performance.

It is hoped that the findings of this study can serve as a guideline for teachers and school administrators in planning appropriate programs, both within and outside the school, to nurture adolescents with a strong self-concept and outstanding personalities. Additionally, parents play a crucial role in supporting the development of a positive self-concept among adolescents by instilling positive values in their daily lives. Through a collaborative effort between schools and families, a generation of highly confident and capable young individuals can be cultivated as future leaders of the nation.

ACKNOWLEDGEMENT

The authors would like to extend their sincere appreciation to Sultan Idris Education University for its support and resources throughout this study. Finally, we thank all the students who participated in this study, as their contributions were invaluable.

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