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 class- room 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.
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