The academic self-concept of first graders. Do gender and immigration background play a role?

Differences in the verbal as well as the mathematical self-concept are examined in 1,275 first graders with regard to immigrant background (with/without immigrant background) and gender. Children's self-concepts, standardized measures of reading, and mathematical performance as well as teacher ratings of the children's scholar performance in these areas were assessed. Children with immigrant background showed higher levels of mathematic and verbal self-concepts than children without immigrant background, irrespective of their lower levels of scholastic achievement in both of these areas. Furthermore, boys showed more optimistic mathematical and girls more optimistic verbal self-concepts, which corresponds to actual performance and teacher ratings.