Self-esteem and Academic Self-concept in University Students with Cambridge and Secondary School Background

Abstract

The present study focused on the self-esteem and academic self-concept of students with cambridge and secondary school background. In this study, the sample consisted of 250 university students enrolled in different government and private universities of Lahore, doing bachelors in any field with the age range 18 to 25. These participants were selected from different government and private universities of Lahore. Self-report measures including the demographic questionnaire, Rosenberg Self-Esteem Scale (RSE) and Academic Self-Concept Scale (ASCS) were used to assess the study’s variables. T- test analysis demonstrated that there is no significant difference between self-esteem and academic self-concept among students with Cambridge and secondary school background. Moreover, this study revealed that there could be certain factors that effect the relationship between academic self-concept and self-esteem among students with Cambridge and secondary school background that can lead to no difference in self-esteem and academic self-concept between them. These factors may include individual attributes such as motivation, learning style, and personal resilience, as well as environmental factors like teacher support, classroom climate, and peer relationships. Understanding the role of these factors can provide valuable insights into why students from different educational backgrounds may exhibit similar levels of self-esteem and academic self- concept, highlighting the complexity of the relationship and the need for comprehensive support systems in promoting positive self-perception among all student