The objective of this study is verify whether the self-concept of students, measured by the scale PHCSCS-2, and the classroom environment, assessed with the APSA scale, are relevant factors explaining academic achievement. 217 students (112 males and 105 females) of a public school in north of Portugal participated in this study. Structural Equation Modeling was used to analyze the data. The results indicated that self-concept and classroom environment have a significant and positive impact on the language and mathematics achievement of the students and that self-concept positively affects the classroom environment. The educational implications of the results are discussed.
Self-concept; classroom environment; academic achievement; structural equation modeling
