Academic Self-Concepts among English- and Spanish-Speaking Mexican-American Students

Abstract

The academic self-concepts of Mexican-American elementary school students were examined in terms of language preference (English vs Spanish) and school achievement. One hundred and twenty-five students in grades 4 to 6 participated in the study. Academic self-concept was assessed with the Perception of Ability Scale for Students. The results failed to support the belief that Spanish-speaking students have lower overall academic self-concepts than English-speaking students. However, despite similar levels of achievement in math and reading, the Mexican-speaking students reported lower perceptions of ability in arithmetic and reading/ spelling. On the other hand, Spanish-speaking students reported feeling more confident about their abilities in school, and more satisfied with school experiences than their English-speaking peers. The results are discussed in terms of teacher feedback and social desirability.