Self-concept and academic achievement: Slovenia and France

According to research evidence, self-concept and academic achievement are mutually interdependent. Some investigations also found national differences concerning the relationship between academic success and self-concept. In the present study, we tested the hypothesis that academic achievement affects different components of self-concept. Further, we investigated the possible influence of nationality (Slovenia, France) in modifying the relationship between academic achievement and self-concept. The results of two-factor (academic achievement×nationality) analyses of variance and discriminant analyses showed significant correlations between academic achievement and various indices of self-concept, which varied in a nationality-dependent fashion. The French subjects exceeded Slovenians in some domains of self-concept (i.e. verbal, academic, relations with same sex peers, relations with parents, religion and spirituality, and general self-concept), while Slovenian subjects exceeded French subjects in the domain of problem solving and creativity. There was no significant difference between both national samples in self-esteem. Also, the French subjects exceeded Slovenian pupils in general academic achievement. The results were interpreted on the grounds of theoretical expectations related to the formation of self-concept and academic achievement, as well as on the basis of national differences in the school system and personality structure.