This study explores the relationship between measures of academic self-concept and metacognition in three different ethnic groups-Black, Hispanic, and Asian American. The BACEIS model of intellectual performance suggests that cognitive, affective, and environmental factors contribute to academic achievement. In general, this model predicts that academic self-concept and metacognition are correlated and that culturally distinct ethnic groups vary on these measures. The results of this study support the predictions derived from the BACEIS model. Implications for research and instruction are discussed
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