TY - JOUR
AU - Kubiniec, Cathleen M.
AB - The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement CATHLEEN M. KUBINIEC Temple University Extensive efforts have recently been made to improve the predic­ tion of college academic success by the addition of non-intellective variables to cognitive predictors. Variables studied, alone or in com­ bination with cognitive predictors, have included personality variables [e.g., Grace (1957); Faunce (1966) ] ; motivational variables [e.g., Aike n (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)]. A n additional non-cognitive domain of variables studied are those referred to as "self-concept" variables. The self-concept, representing th e 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 measure s 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 
TI - The Relative Efficacy of Various Dimensions of the Self-Concept in Predicting Academic Achievement: 
JF - American Educational Research Journal
DO - 10.3102/00028312007003321
DA - 2016-06-23
UR - https://www.deepdyve.com/lp/sage/the-relative-efficacy-of-various-dimensions-of-the-self-concept-in-0biAbXyD5o
SP - 321
EP - 336
VL - 7
IS - 3
DP - DeepDyve
ER -