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

Many studies support the existence of a significant decline in students' academic self-concept from early to mid-adolescence. 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 I 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.