The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement

Abstract

Extensive efforts have recently been made to improve the prediction of college academic success by the addition of non-intellective variables to cognitive predictors. Variables studied, alone or in combination with cognitive predictors, have included personality variables [e.g., Grace (1957); Faunce (1966)]; motivational variables [e.g., Aiken (1964); Reed (1968)]; biographical characteristics [e.g., Astin (1964)] and the interaction of characteristics of the individual and characteristics of the environment [e.g., Astin (1964); Newman (1965); Nasatir (1963)]. An additional non-cognitive domain of variables studied are those referred to as variables. The self-concept, representing the individual's general attitude toward himself, is presumed to be a more global variable than specific personality traits, and hence of potential in improving the prediction of academic success. Results of studies relating measures of self-concept to academic success are conflicting. Some studies [e.g., Irwin (1967); Denham (1966); Lum (1960); Stevens (1956); Wyer (1965)] support the hypothesis that measures of self-concept predict academic success; other studies [e.g., Buchin (1965); Cook (1959); Mitchell (1959); Borislow (1962) ] do not. These conflicting results are in part due to the many operational definitions of self-concept employed. The same instruments are employed to measure different self-constructs, and the same constructs are measured by different instruments. The existing literature does not afford an understanding of the dimensionality of the self-concept.