Abstract

• The primary purpose of this study was to investigate the academic self-concept of first year student teachers in Yangon University of Education. The descriptive survey research method was applied and quantitative data analysis was executed in this study. As the research instrument, the three dimensions of the academic self-concept questionnaire developed by Liu and Wung (2005) was applied in this study. A total of 19 items with three dimensions: academic motivation, academic persistence and academic ability were involved. The total of 300 first year student teachers (150 males and 150 females) from Yangon University of Education. Independent sample t-test and ANOVA results revealed that student teachers’ academic self-concept differed depending on gender, subject stream, father’s job and mother’s job. The female student teachers were higher in self concept than male student teachers. Student teachers who were in arts and science were better than those with science subject stream in academic motivation. In addition, student teachers whose father’s job in self-employed was better than those with random academic persistent. Student teachers’ mother jobs as house keeper were better than those with government staff and self employed in academic motivation.