RENDIMIENTO ACADéMICO Y AUTOCONCEPTO EN ESTUDIANTES DE EDUCACIóN SECUNDARIA OBLIGATORIA SEGúN EL GéNERO

Based on social cognitive theory, the purpose of this research is to identify the gender differences in academic performance and self-concept in a sample of Spanish students of secondary. Also, the role of self-concept as predictor of academic performance is analyzed. For this, 406 students (190 female and 215 male) participated in this research and the questionnaire used to measure self-concept was the AF5. Our results show gender differences in favour of girls in the subject: Spanish Language and Literature and also marginal differences in favour of girls in other subject: Foreign Language. Furthermore, students have got a positive self-concept, not only in general but also in the academic, social, emotional, family and physical aspects. Finally, a path analyses showed that academic, familiar and physical self-concept, and the age of students had a great influence on the academic performance. This search also showed the great importance of family and physical self-concept to determinate the academic self-concept.