Neural Correlates of Academic Self-concept and the Association with Academic Achievement in Older Children

Abstract

Academic self-concept, which can be defined as one’s beliefs about their academic ability, plays an important role in students’ future academic achievement. Here, we examined the neuroanatomical substrates underlying academic self-concept in 92 school-aged children (9.90 ± 0.85 years, 41 girls) using voxel-based morphometry of images obtained by structural magnetic resonance imaging. Our results revealed a significant positive correlation between academic self-concept and achievement 1 year after assessment. Whole-brain regression analyses found that gray matter volume in the right dorsolateral prefrontal cortex (DLPFC) and dorsomedial prefrontal cortex (DMPFC) was negatively associated with academic self-concept. Region of interest analyses further showed that regional gray matter volume in the right DLPFC could significantly predict achievement 1 year after assessment. Notably, mediation analyses suggested that regional gray matter volume in the right DLPFC mediated the effect of academic self-concept on students’ future academic achievement.