The Relationship between Self-concept and Academic Achievement

Education is a right for all, including students with learning disabilities. Therefore, it is significant to identify the elements that predict and support academic success which leads students to become successful lifelong learners who will make substantial contributions to society. According to the previous studies, higher self-concept is associated with an ability to take risks academically, and thus achieve success and excellence, while a fear of failure may cause a student not to try and, thus, lead to poor academic outcomes. Thus, positive self-concept should be an extremely important goal for educational programs to promote. This study examines the influence of self-concept of academic success of students with learning disabilities, considering they were involved repeatedly in academic failures. The basis of this inquiry is to investigate whether moral and psychological support increases academic success. Parents and teachers may be the most important factors because they contribute either positively or negatively to other factors.