EFFECTS OF ACADEMIC-ACHIEVEMENT AND GENDER ON ACADEMIC AND SOCIAL SELF-CONCEPT - A REPLICATION STUDY

Female and male eighth‐grade students representing very high, moderately high, and average levels of achievement were compared on measures of academic and social self‐concept. Most of the differences were in academic self‐concept, which was positively related to level of academic achievement. There also was an interaction of gender and academic achievement on academic self‐concept. Average achieving girls had lower academic self‐concept scores than all other groups of students. In addition, boys scored higher than girls on measures of academic self‐concept and job competence. There were no significant differences on any of the social self‐concept measures. The counseling implications of these findings for gifted students and girls of average achievement are discussed. 1990 American Counseling Association