Self‐concept and Attitude to School

S ummary . The present research was concerned with three issues: (i) possible changes in children's self‐concepts as a result of their transferring from primary to secondary school; (ii) possible relationship between self‐concept and attitude to school; (iii) possible differences in the attitudes to school of children with high self‐concepts compared to those with low self‐concepts. No significant differences were detected in the mean self‐concept scores for the experimental group of boys and the experimental group of girls between first and second testings. However, when the children were divided into high or low self‐concept scorers, both boys and girls in the top quartile for self‐concept obtained significantly lower scores at second testing. Girls in the bottom quartile at first testing obtained significantly higher scores at second testing. Significant differences were found in the attitudes to school of children who held high positive self‐concepts compared to those who held low self‐concepts.