ACADEMIC SELF-CONCEPT AND ITS RELATIONSHIP TO ACHIEVEMENT IN A SAMPLE OF JUNIOR-HIGH-SCHOOL STUDENTS

This study examined the relationship of academic self-concept to achievement for a sample of junior high school students. Academic self-concept was found to correlate significantly more strongly with achievement than general self-concept, motivation, and classroom behavior, but not with locus of control. The results of a multiple regression analysis, however, indicated that academic self-concept was approximately twice as powerful a predictor of achievement as locus of control. These results are discussed in light of their implications for educational assessment.