Academic Self-Concept: Theory, Measurement, and Research

The purpose of this chapter is to summarize research on the role of academic selfconcept in educational settings and to relate these results to broader issues in selfconcept research. For purposes of this chapter, consistent with theoretical and empirical research to be considered, self-concept is assumed to have an evalua­ tive character so that the terms self-concept and self-esteem are used inter­ changeably (but see discussion of global self-concept). A positive self-concept is valued as a desirable outcome in many disciplines such as social, clinical, and developmental psychology as well as in education. Self-concept and related processes are also frequently posited as a mediating variable that facilitates the attainment of other desired outcomes. In education, for example, research sug­ gests that the attainment of a positive academic self-concept affects academic behaviors, academic choices, educational aspirations, and subsequent academic achievement. It is also likely that intervention programs that successfully pro­ duce short-term changes in skills and aptitudes will not have long-term effects unless there are concomitant changes in corresponding areas of self-concept.