The effect of self-concept, self-esteem, and teacher perception of the student-teacher relationship on academic outcomes in the early elementary school student

Multiple predictors of academic outcomes in children have been identified and studied including gender, level of parental support, family structure, and age. Though the concepts of self-concept, self-esteem, and teacher perception of the student-teacher relationship have been studied in depth, their study as predictors of academic outcomes, particularly in the early elementary student, is sparse. This longitudinal cohort study aims to determine if an early elementary student's self-concept, self-esteem, and the teacher's perception of the student-teacher relationship are predictors of academic outcomes. The Piers-Harris-2 Self-Concept Inventory, Culture Free Self-Esteem Inventory-3 (CFSEI-3), and Student-Teacher Relationship Scale Short Form (STRS) were administered to students (n = 201) in the first and again in the fourth quarters of the academic school year to first through third graders, in order to measure the respective predictors of the academic outcomes used, grade point average (GPA) and Iowa Test of Basic Skills (ITBS). Results determined that self-concept is not a significant predictor of academic outcomes, nor is the teacher's perception of the student-teacher relationship. Self-esteem is a significant predictor of academic outcomes in the early elementary student. Additionally, Asian descent and an intact family structure are also statistically significant predictors of academic outcomes.