Academic Self -Concept (ASC) and Well-Being of Students in Hongkong: An Exploratory Study


Goal: There is considerable significance of academic self-concepts in the educational context and in personal growth and while much research has been devoted to the factors affecting their development, and gender is posited as an important factor. The purpose of this study was to examine the academic self-concepts of Hongkong adolescent high school students. The objectives and research questions were to explore Maths and English Academic self-concepts and happiness, regarding 1. Is gender associated with student’s English and Math’s academic self-concept? 2. Do adolescent boys and girls have different Math and English ASC? 3. Is there any association between academic self-concept and well-being? Method: The study adopted a cross-sectional study design with convenient sampling using phone calls and emails. For data collection, the two scales used were – 1. The Academic Self-Description Questionnaire II (ASDQ-II) to index Maths and English academic self-concept by Marsh in 1990. 

The subjective happiness Scale by designed by Lyubomirsky and Lepper in 1990. Result: A total of 47 student participants, a mix of girls and boys were surveyed. The sample reported an average age of 13 (SD=.351); and most of the respondents are female (61.7%). The study involved one independent variable which is gender (n=47, mean=1.62, std. deviation=.491). The three dependent variables were as follows- English ASC (n=47, mean=33.6, std. deviation=.491), Maths ASC (n=47, mean=33.57, std. deviation=7.1 and happiness self-concept (n=46, mean=19.6, std. deviation=4.62. There were two significant findings -1. Gender is negatively correlated with Maths ASC. 2. Happiness is significantly correlated with English. Conclusion: The findings of this study were revealing that the boys are more likely to report a higher level of Maths academic self-concept, while English academic self-concept is not related to gender. Also, happiness among students is positively correlated with high English Self-Concept. The results supported the notion that gender is correlated with academic self-concept. The study also supported the notions that academic self-concept influences happiness, as English academic self-concept was found to be positively correlated with happiness. The results have been strongly argued to confidently pave way for conclusive direction for future research.

https://www.stephypublishers.com/jpssr/pdf/JPSSR.MS.ID.000527.pdf


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