Abstract
This study's goal was to look into the effects of several aspects of self-concept on academic achievement among university students between the ages of 18 and 19. The Self-Description Questionnaire-III was used to gauge self-perception, while college records supplied percentage achievement scores. A chance sampling design was utilised to choose 1470 participants at random. The link between the variables was investigated using Pearson's correlation and regression analysis. The study discovered a considerable positive association between academic self-concept and academic accomplishment, with some contribution from physical self-concept as well. The findings also demonstrated a substantial positive relationship between social self-concept and academic achievement, and regression analysis supported these conclusions. The study found that social self-concept is more essential than other factors.
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