تهدف الباحثة من خلال البحث الحالي إلى التعرف على الفروق في مفهوم الذات التي تعزى إلى بعض المتغيرات الديموغرافية التي قد تؤثر عليها مثل النوع والتحصيل والصف، والكشف عن الفروق التي تعزى إلى نوع التلميذ في مفهوم الذات، والكشف عن الفروق التي تعزى إلى التحصيل الدراسي في مفهوم الذات، للكشف عن الفروق التي تعزى للصف على مقياس مفهوم الذات، وتكونت عينة البحث الأساسي من (99) تلميذا وتلميذا من المرحلة الابتدائية الذين تفوقوا وتأخروا أكاديميا (بنين وبنات) من الصف (الأول والثاني والثالث والرابع والخامس والسادس) وتم تقسيمهم إلى (41) تلميذا و(58) تلميذا، وتراوحت أعمارهم بين (6-12) سنة بمتوسط عمر وانحراف معياري، حيث استخدم الباحث المنهج الوصفي السببي المقارن ليتناسب مع طبيعة البحث الحالي للكشف عن الفروق في مفهوم الذات لدى تلاميذ المرحلة الابتدائية ..,يوجد فرق دال احصائيا بين متوسطى درجات التلاميذ على مقياس مفهوم الذات يعزى لاختلاف الصف الدراسى..(الاول ,الثانى ,الثالث, الرابع ,الخامس , السادس)
Therough this research the researcher aim to to identify the comparison of the self-concept of students (males and females) and some demographic changes that may affect them such as gender, achievement, and grade level, and to reveal the differences attributable to the type of the child in the self-concept, to reveal the differences attributable to academic achievement in the self-concept, and to reveal on the differences attributable to the grade on the self-concept scale, and the basic research sample consisted of (99) boys and girls students from the high achiever and academically delayed primary school pupils( boys and girls) from the first, second, third, fourth, fifth and sixth grades. It was divided into (41) students and ( 58) His student at the Ceramic and China Primary School, their ages ranged between (6-12) years, where the researcher used the causal-comparative descriptive method for its relevance to the nature of the current research to reveal the differences in the self-concept of primary school students according to the gender difference (boys, girles). , and the category (high achievers, scholastically late), and grade (first, second, third, fourth, fifth, sixth) of primary school, and the researcher used the tool (Illustrated self-concept scale for normal children and people with special needs (prepared by / Madiha Mahmod Al-Janady, 2013), in the second semester of the school year 2021/2022, and the researcher found a number of results summarized as following: (There are no statistically significant differences between the mean scores of primary school students on the Self-concept scale due to gender difference(boys -girles), there are no statistically significant differences between them scores of primary school students on the self-concept scale due to group differences (`academically delayed), there are no statistically significant differences between the mean scores of students on the self-concept scale. It is attributed to the difference in the academic grade (first, second, third, fourth, fifth, sixth)