Abstract
This study aims to determine the relationship between self-concept and academic performance in a sample of university students. The research is quantitative with a non-experimental approach. It is correlational and cross-sectional with an exploratory and descriptive scope. Employing the Tennessee Self-Concept Scale (TSCS), 183 students between 18 and 26 were studied. The findings indicate a low positive correlation between self-concept and academic performance variables. The importance of these results is analyzed so that further studies on this topic can be done.
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