Using Gender Patterns to Explore University Students' Differences of Self-Concept, Social Support, and Academic Achievement

Abstract

This study aims to probe into the gender differences of university students in terms of self-concept, social support, and academic achievement, as well as the relationships among the three. Finally, it attempts to determine whether gender is a moderating variable. According to the research findings, the hypothesis that gender has a significant difference on self-concept is partially supported. The hypothesis that gender has a significant difference on social support is partially supported. The hypothesis that gender has a significant difference on academic achievement is supported. Moreover, self-concept and social support directly influence academic achievements. According to multi-group analysis, gender does not have a moderating effect between self-concept and academic achievement. Gender does not have a moderating effect between social support and academic achievement. The analytical results of this study can serve as a reference for higher education institutions to enhance the objectives of university education and gender education planning.