- Jun 3, 2026
- Posted by:
- Category: Abstract of 10th-icmetl
Abstract Book of the 10th International Conference on Modern Research in Education, Teaching and Learning
Year: 2026
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The Relationship Between Self-Concept Dimensions and Academic Performance Across Different University Entry Grades
Margarita Alcaide Risoto, María Jesús Perea Villena
ABSTRACT:
The aim of this study is to analyze whether different dimensions of self-concept -physical, social, family, intellectual, personal, and sense of control- and academic performance vary according to the previous academic grade with which students enter university. The sample consisted of 410 students enrolled in a wide range of degree programs, including English Philology, Tourism, Nursing, Biology, Business Administration, Technical Engineering in Electricity, Art History, Psychology, Chemistry, Law, Physical Education Teaching, Topography and Statistics, and Management Informatics. Data were collected using the Self-Concept Questionnaire (CAG), developed by García Torres (2001), an instrument designed to assess the main dimensions of self-concept in a differentiated manner.
The results reveal the existence of significant relationships between students’ previous academic grades and the main dimensions of self-concept, as well as their subsequent academic performance. Specifically, a significant positive correlation was found between intellectual self-concept and academic performance among students who entered university with a passing grade, suggesting that a positive perception of one’s intellectual abilities is associated with better academic outcomes. Conversely, a negative correlation was observed between social self-concept and academic performance in students whose previous grade was “good,” indicating that the influence of social factors on academic achievement may differ depending on the students’ initial academic level.
Keywords: Educational Achievement, Student Perception, Psychological Variable, University Transition, Learning Outcomes