Predictors of Self-Concept in Elementary School Pupils

Abstract

Research consistently shows the connection between self-concept in children and young people and their social relations, which is also reflected in pupils’ attitudes towards education. This paper analyses how family relations, peer relations and attitudes towards education contribute to the global self-concept of male and female pupils of 8 to 14 years of age. The research was conducted by using an extended version of the Questionnaire for Planning Social-pedagogic Interventions. The research sample consisted of 3,335 pupils from 43 Croatian elementary schools. This study examines the hypothesis on differences in self-concept predictors between male and female elementary school pupils, suggesting that in comparison with male pupils, the self-concept of female pupils is more dependent on social relations and the level of engagement in education. It was established that self-concept is relatively stable for boys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age. Statistically, for both male and female pupils, self-concept significantly depends on the assessment of the quality of family relations, peer relations, and the attitude of pupils towards education. The most important self-concept predictor among male pupils is their relationship with their peers, and among female pupils it is family relations. In addition, relationships with significant others and attitudes towards education contribute more strongly to the self-concept of female pupils than it does with their male peers.