The role of positive academic self-concept in promoting school success

a r t i c l e i n f o Identity research argues for enhancing students' current and future positive academic self-concepts to strengthen educational success. However, multiple factors from youths' home and school ecologies, as well as structural disadvantage , influence this relationship. Using the data from the Beyond High School Study (N = 9658), this analysis examines the role of academic self-concept in predicting school success over and above co-occurring contributors. The effects of positive academic self-concept on future educational aspirations, accessing educational guidance counseling, and student GPA were tested using stepped linear regression, controlling for student socio-demographics, school environment factors, and parental support. Results confirmed hypotheses for each academic indicator, with positive academic self-concept demonstrating the strongest coefficient. Implications for school-based intervention are discussed, linking to social psychological literature on future-oriented self-cognitions and strengthening motivational and regulatory function, particularly among youth facing systemic challenges.