Abstract
Summary This study investigated the developmental changes in positiveness of self-concept and self-esteem in rural New Mexican children across grades one through nine (N = 1471 boys and girls). It also examined changes in the relationships between self-concept and self-esteem, and academic achievement across grades two through nine. Self-concept and self-esteem were assessed in four areas: physical maturity, peer relations, academic success, and school adaptiveness. The positiveness of self-concept and self-esteem remained fairly stable across grades in the areas of physical maturity and peer relations but showed a fairly dramatic decline in academic success and school adaptiveness. Only academic success self-concept and self-esteem correlated with achievement. The strength of these correlations tended to increase across grades.
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