Gender Differences in Self-Concept and Its Impact on Academic Performance Among Adolescents

Self-concept plays a pivotal role in shaping individual development, especially within educational contexts, as it directly influences students’ confidence, motivation and ability to overcome challenges, thereby significantly impacting their academic performance and overall success. This study investigates the impact of self-concept on academic achievement among adolescents. A total of 464 secondary school students from Perak, Malaysia, were selected using cluster sampling. The Academic Self-Concept and Non-Academic Self-Concept scales were used as measurement instruments. Data were analyzed using IBM SPSS 27, employing descriptive statistics, regression analysis, and t-tests. Findings revealed that 64.7% of students demonstrated excellent academic performance, 32.5% achieved a commendable level, and 2.8% barely passed. Correlation analysis showed a significant relationship between self-concept and academic achievement (r=0.780), indicating a strong positive association. Additionally, t-test results identified significant gender differences in the relationship between self-concept and academic achievement. These findings highlight that academic success is not solely dependent on intelligence but is strongly influenced by self-concept, which plays a crucial role in shaping learning processes and long-term academic outcomes. Therefore, interventions aimed at enhancing students’ self-concept such as mentorship programs and positive reinforcement strategies should be integrated into educational settings to foster academic achievement