Self-concept of students in higher education: are there differences by faculty and gender?

an article by C.M. Rubie-Davies and K. Lee (The University of Auckland, New Zealand) published in Educational Studies Volume 39 Issue 1 (April 2013)

Abstract

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.

---