Educational differences in self-perceptions of adolescents in Northern Ireland

Abstract

Self-perceptions of children from the integrated school sector in Northern Ireland were compared with those of children attending religiously segregated schools. In a cross-sectional study, the self-perceptions of 546 boys and girls aged 11–13 years and 14–15 years, at two integrated comprehensive and five segregated post-primary schools in Northern Ireland, were measured using the Self-Perception Profile for Children (Harter, 1985). The results of a School Type (2) Year Group (3) Gender (2) Religion (2) MANCOVA, controlling for social class and ethos of schools, demonstrated a significant main effect for school type, with significant univariate effects favouring those at the integrated schools in the domains of physical appearance (p 5 .01), social acceptance (p 5 .01) global self-worth (p 5 .05), and athletic competence (p 5 .05). No evidence of a School Type Year Group interaction suggests that these differences existed on entrance to the two types of school. A main effect for gender, favouring boys in physical appearance (p 5 .001), athletic competence (p 5 .05), and global self-worth (p 5 .05), and girls on behavioural conduct (p 5.001), supported previous studies. Meanwhile, a post hoc analysis on the only significant interaction effect, for School Type Religion, showed that Catholic adolescents from the integrated sector perceived themselves to be significantly more scholastically competent than those from the segregated sector (p 5 .05). To further assess the development and stability of self-esteem among these adolescents, a long-term longitudinal study is indicated.

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