Die verband tussen akademiese selfkonsep en akademiese prestasie in gemengde- en enkelgeslagskole

[摘要] English: This research study builds on existing knowledge regarding differences between single-gendered and co-ed schools and the advantages of each type of school, in terms of the relationship between academic self-concept and academic achievement. Academic self-concept and achievement seem to be important determinants of adolescent's future career and subject choices. The research is based on data of 639 learners �?157 boys from boys' schools, 224 girls from girls' schools and 258 boys and girls from co-ed schools. Some of the most significant results are that a positive relationship was found between academic self-concept and academic achievement. Furthermore there was found that girls' academic achievement was higher than that of boys, in terms of total average achievement and achievement in Mathematics, Afrikaans and Life Orientation, which rendered statistical significant results. Lastly that learners in single-gendered schools' relationship between academic self-concept and academic achievement is higher than that of learners in co-ed schools, especially in terms of academic self-concept and achievement in Afrikaans, which rendered statistical significant results. Possible reasons for this higher relationship in singlegendered schools, as found in the literature, may be that teachers in these schools are more capable to tend to the specific needs of the specific gender in all subjects, than teachers in co-ed schools and girls may have a more study-orientated culture than boys, hence the better academic achievement. In conclusion it seems that singlegendered schools are more advantageous for learners than co-ed schools, in terms of the learners having a stronger relationship between academic self-concept and academic achievement in Afrikaans.

[发布机构] University of the Free State