DIRECT AND INDIRECT EFFECTS OF SELF-CONCEPT AND SOCIOECONOMIC STATUS ON STUDENTS’ ACADEMIC ACHIEVEMENT

The purpose of this study is to determine the direct and indirect effects of academic self-concept, non-academic self-concept and socioeconomic status on academic achievement using structural equation modelling. This is an empirical research with a sample of 493 students from eight secondary schools. We highlight the importance of identifying the specific direct and indirect effects produced by the predictors of academic achievement. Data collected using a self-administrative questionnaire. The results demonstrated that the a priori full model fits data well. Analysis revealed that socioeconomic status, non-academic self-concept and academic self-concept are significant predictors for academic achievement. Socioeconomic status and nonacademic self-concept result direct and indirect effects on academic achievement. Academic self-concept produces only a direct effect on academic achievement.