dc.contributor.author |
Davies, Christine |
en |
dc.contributor.author |
Lee, K |
en |
dc.date.accessioned |
2014-12-15T22:52:40Z |
en |
dc.date.issued |
2012 |
en |
dc.identifier.citation |
British Journal of Educational Studies, 2012, 39 (1), pp. 56 - 67 |
en |
dc.identifier.issn |
0305-5698 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23799 |
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dc.description.abstract |
Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. |
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dc.relation.ispartofseries |
British Journal of Educational Studies |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://journalauthors.tandf.co.uk/permissions/reusingOwnWork.asp http://www.sherpa.ac.uk/romeo/issn/0007-1005/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Self-concept of students in higher education: are there differences by faculty and gender? |
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dc.type |
Journal Article |
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dc.identifier.doi |
10.1080/03055698.2012.671513 |
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pubs.issue |
1 |
en |
pubs.begin-page |
56 |
en |
pubs.volume |
39 |
en |
pubs.end-page |
67 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
363669 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
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dc.identifier.eissn |
1465-3400 |
en |
pubs.record-created-at-source-date |
2012-11-19 |
en |