Abstract

Introduction: Over the past few decades, self-concept has been extensively studied in relation to academic achievement. However, there are numerous other factors that affect self-concept. The aim of the present study was to investigate the influence of family’s socio-economic status and gap year/years after schooling on the self-concept of students. Material and Method: The study was carried out on 100 first year M.B.B.S. students of Employees State Insurance Corporation Medical College, Faridabad. Self-concept was assessed using Self Description Questionnaire III (SDQ III). Information on socio-economic status (SES) and gap year/years after schooling was obtained using a separate questionnaire. SES was measured by using modified version of Kuppuswamy’s SES scale. Findings: The authors found statistically significant lower self-concept scores in students belonging to lower middle class families as compared to those from upper and upper middle class. Similarly the selfconcept scores of students with >1 gap year were significantly lower on some scales as compared to those without gap year. Conclusion: SES of the student’s family and gap year/years after schooling both adversely influence the self-concept. These findings imply that more attention should be paid to students from low SES families and to students who take gap year for the preparation of competitive exams in terms of funds, policies and motivation.

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