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

This study compares the relative efficacy of various self-concept measures as predictors of 'relative academic success'. The several self-domains compared were derived empirically by principal components analyses of semantic differential scores. Domains include the "Phenomenal Self" (Self-Description and Self-Evaluation) and the "Phenomenal Environment" (Academic Activities and Academic Goal). College freshmen (N=468) were assigned to one of four criterion groups on the basis of 'relative academic success' (predicted - actual grade point average) and remaining in college at least three consecutive semesters. Differences in self scores between the four criterion groups were analyzed via multiple discriminant analyses, separately by sex. Results indicated: (1) "Phenomenal Self" measures were able to separate the men's criterion groups but not the women's; (2) "Phenomenal Environment" measures were able to separate both the men's and the women's criterion groups; (3) "Phenomenal Self" variables were more efficacious than "Phenomenal Environment" variables in separating the men's groups, while "Phenomenal Environment" variables were more efficacious than "Phenomenal Self" variables in separating the women's groups; and (4) Self-Evaluation variables were more useful than Self-Description variables in separating the men's criterion groups; neither sub-set was useful in separating the women's criterion group.