Abstract
This study aimed to explore the relationship between academic self-concept, non-academic self-concept, and academic achievement among Senior High School learners. A total of 177 learners, comprising males and females in Grades 11 and 12, from Marcela T. Mabanta National High School during the School Year 2021-2022, participated in the research. Data on academic and non-academic self-concept were collected using the Academic Self-Concept Scale by Liu and Wang (2005), while academic achievement was measured using learners' previous-semester Cumulative Grade Point Average (CGPA). The results revealed a significant correlation between academic self-concept and learning achievement, indicating that learners with a stronger academic self-concept tended to perform better academically. Additionally, the findings highlighted the potential influence of grade level on self-concept, with Grade 12 learners exhibiting higher levels of self-concept than their Grade 11 counterparts. The study concluded with the development of an actionable plan designed to enhance positive self-concept among Senior High School learners. This plan seeks to recognize and nurture hidden potential, strengthen self-esteem, and optimize learners' abilities to improve academic performance. The findings underscore the importance of integrating self-concept development strategies into educational programs to foster holistic learner growth.
