ACADEMIC ACHIEVEMENT, SELF-ESTEEM AND VALUING OF THE SCHOOL-SOME SEX DIFFERENCES

Summary. The present study tested the hypotheses that there would be sex differences in the relationship between academic achievement and (1) self-esteem, (2) perception of parental pressure towards academic achievement and (3) perceived value of the school. These hypotheses were derived from an analysis of self-esteem theory in relation to sex related roles and norms in our culture. The hypotheses were tested using 348 children in five different class levels. Results showed that from the 4th to the 8th class level low academic achievement was associated with low self-esteem and with strong perceived parental pressure for boys, but not for girls. At the 8th class level low achievement was associated with low perceived value of the school for the girls while there was no such relationship for boys. The results supported the hypothesis that academic achievement has different effects for boys and girls.