The Influence of Gender, Academic Achievement and Non‐school Factors Upon Pre‐adolescent Self‐concept

The influence of gender on the development of elementary school students’ (N = 390) general self‐concept was investigated along with academic achievement. Previous research into the construct of general self‐concept identified mathematics to be a significant influence on the formation of adolescent boys’ general self‐concept. In this study, pre‐adolescent boys’ and girls’ general self‐concepts were significantly influenced by peer and parent relationships and physical appearance; however, only boys’ general self‐concept was influenced by reading and general school dimensions. The absence of school‐related dimensions in the formation of pre‐adolescent girls’ general self‐concept is discussed in terms of gender stereotyping, achievement motivation and striving for success, with the findings contradicting the notion that boys value school and reading less than girls.