The Impact of Socio-economic and Academic Factors on Self-Concept Formation at the Hashemite University Students

This study aims at investigating the factors that affect the formation of self-concept at the Hashemite University Students. It also aims to know if there were statistical significant differences in forming self-concept due to sex, family size, residence, family income, college, students’ academic level, and students’ accumulative average. The population consisted of (14892) student enrolled at Hashemite University in the academic year 2005/2006. The sample consisted (751) students. To investigate the impact of the above factors on shaping self-concept, a questionnaire was developed from AL-Wahabi scale (1999). In analyzing the data obtained, the researchers utilized means, standard deviation as well as t- test and ANOVA. The findings of the study revealed that:  The ranking of self-concept dimensions of the Hashemite University students is respectively as follows: behavior, self-acceptance, identity, self-personality, ethical self, critical self, physical self and family self.  There were statistical significant differences among males and females on the dimensions of social and critical self in favor of males.  There were statistical significant differences among rural and urban students on the dimensions of: ethical self, personality self, family self, and social self, in favor of rural students.  There were statistical significant differences among students with regard to family income variable on the dimensions of family self and social self, in favor of families with high income.  There were statistical significant differences among students of scientific and humanistic colleges on the dimensions of personality self, family self, self criticism and behavior, in favor of students of scientific colleges, and in favor of humanistic colleges on the dimension of physical self.  There were statistical significant differences among first year and fourth year students in favor of students of first year on the dimensions of physical self, family self, self criticism, identity and self acceptance.  Finally, there were statistical significant differences with regard to student accumulative average on the personality self and social self dimensions in favor of students with high accumulative average.