Academic Self Concept and Personal Adjustment of Work-Experience Class Students

Abstract

This study examined relationships between academic self concept and personal adjustment of 233 adolescent work-experience students. The findings indicated that these students tend to rate themselves at a lower level of academic and social ability than normally achieving children in regular classes. Significant sex differences were found for both academic self concept and personal adjustment In general, females made more positive self-evaluations of their interpersonal behaviour and academic abilities than males. It was proposed that observable differences between the schools with regard to the quality of interpersonal relationships and overall social environment appear to be reflected in students' self-evaluations of their own personal adjustment and academic self concept.

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