WHAT HAPPENS BETWEEN THE SELF-CONCEPT AND THE ACADEMIC ACHIEVEMENT, IN A PLURICULTURAL CONTEXT?

This work tries to describe and to explain the different types (dimensions), levels and relations of self-concept and academic achievement of pupils in a pluricultural educational context, as a basis to be able to design, develop and evaluate the most suitable intervention. The analyses carried out have allowed to state statistically significant differences in diverse dimensions of self-concept and academic achievement, by course, culture and gender; particularly emphasizing the disadvantage of the Muslim pupils. Also, it has been possible to observe moderate correlations between the studied variables and, in addition, the power of prediction of self-concept on academic achievement, in its different dimensions.