This research measured the effects of students' perceptions of classroom involvement on academic self-concept in high school social studies classes. Sample one consisted of 133 eleventh graders attending an Alabama high school during the 1999-2000 school year. Sample two consisted of 259 eleventh graders attending an Alabama high school during the same year. Students' perceptions of classroom involvement were measured by the Classroom Environment Scale. Academic self-concept was measured by the Academic Self Description Questionnaire II. Similar findings from both samples revealed a statistically significant relationship between the variables. Evidence of consistent relationships between the two variables was increased. Grounds for building a general theory about the relationship between classroom involvement and the motivation-related variable of academic self-concept were provided.
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