Grade and Gender Effects on Self-Concept Development
Marwa Alrajhi1, *, Said Aldhafri1, 2, Hussain Alkharusi1, Ibrahim Alharthy1, Hafidah Albarashdi2, Amal Alhadabi3
1 Sultan Qaboos University, Al-Khod, Muscat, The Sultanate of Oman
2 The Research Council. College of Education, SQU, Oman
3 Ministry of Education, 6600 Alpha Drive 240 Kent Ohio 44240, USA
Different biological and environmental factors may play roles in the development of self-concept. Many studies have focused on gender or age differences in self-concept separately.
The current study aimed at examining the effects of grade, gender and their interaction on the development of four self-concept dimensions (appearance, school, parent-relations, and peer-relations) among Omani adolescents.
The study sample was 651 middle and high school students from two districts in Oman. The students were enrolled in grades 7, 9 and 11. The study utilized the Self-Description Questionnaire (SDQ-1, Marsh, 1988) to assess students' levels in the self-concepts dimensions. The study adopted the descriptive design using Two Way Multivariate Analysis of Variance.
The study results demonstrated that grade and gender interaction affected appearance self-concept development; however, this interaction had no effects on the other dimensions. Moreover, gender and grade differences were found in some dimensions of self-concept.
The study suggested that the effects of grade level and gender varied based on the self-concept dimensions. Adolescents' self-concept should be given a careful attention for its important role in providing healthy outcomes.
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* Address correspondence to this author at the Sultan Qaboos University, P.O Box: 35, PC. 123 Al-Khod, Muscat, Sultanate of Oman; Tel: + 96898572266; Fax: (+968) 24413522; E-mail: firstname.lastname@example.org