ERIC Number: EJ1010553
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Self-Concept of Students in Higher Education: Are There Differences by Faculty and Gender?
Rubie-Davies, C. M.; Lee, K.
Educational Studies, v39 n1 p56-67 2013
Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students' choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. (Contains 2 tables.)
Descriptors: Foreign Countries, Departments, Undergraduate Students, Self Concept, Gender Differences, Problem Solving, Statistical Significance, Questionnaires, Measures (Individuals), Statistical Analysis, Verbal Ability, Mathematics Achievement, Academic Ability, Majors (Students)
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Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire