IDENTIFIERS Academic Self Concept

This study is an attempt to determine if it is possible to establish causal direction between academic self-concept and academic achievement, focusing on whether academic self-concept and the subject-matter self-concepts of English and mathematics serve to generate academic, English, and mathematics achievements, respectively. This study of causal predominance was tested at grades 3, 7, and 11. Parental consent was received for 252 grade 3 students, 290 grade 7 students, and 335 grade 11 students. Students at each grade level completed measures of self-concept and data relevant to academic achievement and academic self-concept were collected. Of the nine sets of parameters tested for causal predominance (three at each grade level), direction of cause was established for six. However, inconclusive findings resulted for English self-concept and English achievement relations for children in grade 3, and for academic self-concept and achievement relations and mathematics self-concept and mathematics achievement relation