The present study investigated the relationships between academic selfconcepts, learner self-concept, and approaches to learning in elementary school students. A sample of 580 Australian Grade 6 and 7 school students with a mean age of 10.7 years participated in the study. Weak negative correlations between learner self-concepts and surface approaches to learning were identified. In contrast, deep approaches for both boys and girls showed the highest positive correlations with school self-concept and learning self-concept. Only slight variations in these figures were found between boys and girls.
Burnett, P., & Proctor, R. (2002). Elementary School Students' Learner Self-Concept, Academic Self-Concepts and Approaches to Learning. Educational Psychology in Practice, Vol.18(no.4), 325-333. https://doi.org/10.1080/0266736022000022020