Asia Pacific Education Review

, Volume 6, Issue 1, pp 20–27 | Cite as

Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school

  • Woon Chia LiuEmail author
  • Chee Keng John Wang
Articles And Reports


Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence. In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales) than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.

Key Words

Academic self-concept Singapore Secondary school students Grade and gender effects 


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Copyright information

© Education Research Institute 2005

Authors and Affiliations

  1. 1.Psychological Studies Academic Group, National Institute of EducationNanyang Technological UniversitySingapore
  2. 2.National Institute of EducationNanyang Technological UniversitySingapore

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