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Abstract

This study examined the contributions of self-concept and intelligence to the prediction of academic achievement among grade 4, 6, and 8 students. One unidimensional and one multidimensional measure of self-concept were employed to investigate which self-concept model would better predict educational achievement. Zero-order correlations between general self-concept and achievement were found; however, small but significant positive associations between academic self-concept and achievement were obtained. Regression analyses suggested that intelligence accounted for the most variance in achievement, and academic self-concept added a small amount above intelligence. Correlations between both global and academic self-concept and achievement were similar across grade levels.

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Contributions of Self-Concept and Intelligence to the Prediction of Academic Achievement among Grade 4,6,and 8 Students

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