Self‐Concept and School Adjustment

Abstract

This study attempted to relate self‐concept to several dimensions of the child's experience that are deemed fundamental to effective academic adjustment. It was hypothesized that a child's conception of school would be related to his conception of himself, and thus might be construed as an extension of his self‐concept. 80 6th‐grade students were used as subjects for all phases of the investigation. Significantly positive correlations were obtained between self‐concept measures and the following variables: conception of school, social status at school, emotional adjustment, mental ability, reading achievement, and mathematical achievement.