An analysis of the relationship between children's self-concept and their teachers' assessments of their behavior: Implications for prediction and intervention

The importance of teachers as significant others in the formation and development of children's school-related self-concepts has been widely recognized. However, the relationship between teachers' assessments of children's nonacademic school-related behaviors and children's school-related self-concepts has not been sufficiently investigated. The present study examined the relationship between children's self-concept of their intellectual and school status and their teachers' assessments of their behavior in school. The sample included 142 children in grades 3, 4, and 5 and 70 teachers. The results showed that teachers' assessments of children's behavior in three areas accounted for 72% of the variance in school-related self-concept.