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Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
A Multi-Faceted Examination of Self-Concept Discrepancies among Higher Education
John T. Dumayas
© 2026 John T. Dumayas, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1744-1761, ISSN 2217-8309, DOI: 10.18421/TEM152-66, May 2026.
Received: 18 April 2025.
Abstract:
The study examines the ideal and real self-concepts of 1571 pre-service teachers of Nueva Ecija University of Science and Technology across its three major campuses: Sumacab, Gabaldon, and San Isidro. The study specifically gathered extensive data regarding the socio-demographic characteristics of pre-service teachers, encompassing variables such as gender, age, marital status, academic program, year level, and the educational attainments of both parents. Additionally, it aims to determine the students’ ideal and actual self-concepts across various dimensions, including academic, social, and self-presentation. Quantitative data were obtained using descriptive research. The analysis identified significant disparities between the participants' ideal and actual self-concepts, while also establishing the correlation between these self-concepts and the socio-demographic profiles of the respondents. Results show that students aspire to consistently achieve academic excellence, positive social interactions, and strong self-presentation; however, these are realistically only attained most of the time. While pre-service teachers maintain consistently positive familial relationships, their ideal academic and social self-concepts generally surpass their actual experiences. Gender influences their perceived academic abilities and self-presentation, while also impacting their ideal peer relationships and honesty. Age affects academic confidence, with older students displaying higher levels. Furthermore, students' academic programs, grade levels, parental education, and campus environment significantly shape their ideal and actual self-concepts. Academic programs affect perceived abilities and family connections, grade levels influence peer relationships and physical self-image, as parental education impacts achievement perceptions and social interactions. The campus plays a crucial role in shaping ideal social and academic aspirations, with a notable link between perceived academic achievement and the campus attended.
Keywords – Self-concept, academic excellence, social interactions, self-presentation, campus environment. |
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