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

Ofelia R. Arellano

Southwestern College, Chula Vista, California, USA

James W. Chapman

Massey University, New Zealand

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.

School Psychology International, Vol. 13, No. 3, 271-281 (1992)
DOI: 10.1177/0143034392133006
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Home page
 Journal of Psychoeducational AssessmentHome page
R. S. Hess and S. J. Petersen
Reliability and Validity of the Self-Perception Profile for Children with Mexican American Elementary-Age Children
Journal of Psychoeducational Assessment, September 1, 1996; 14(3): 229 - 239.
[Abstract] [PDF]