RELATIONSHIPS WERE STUDIED OF ELEMENTARY SCHOOL CHILDREN'S SELF-CONCEPTS TO ACADEMIC ACHIEVEMENT, INTELLIGENCE, AND MANIFEST ANXIETY. SUBJECTS (270) WERE SELECTED FROM A GROUP OF APPROXIMATELY 600 FOURTH- AND SIXTH-GRADE PUPILS WHO WERE ADMINISTERED THE FOLLOWING GROUP TESTS--(1) SELF-CONCEPT SCALE, (2) CHILD SELF-DESCRIPTION SCALE, (3) CHILDREN'S MANIFEST ANXIETY SCALE, AND (4) AN INVENTORY TITLED, WHAT I LIKE TO DO. INTELLIGENCE MEASURES, FROM THE CALIFORNIA ACHIEVEMENT TESTS AND THE CALIFORNIA SHORT FORM TEST OF MENTAL ABILITY, WERE OBTAINED FROM CUMULATIVE RECORDS. CARDS FROM THE MICHIGAN PICTURE TEST WERE ADMINISTERED SHORTLY AFTER THE GROUP TESTS. RESULTING DATA WERE ANALYZED. FINDINGS WERE AMBIGUOUS, BUT THE AUTHORS CONCLUDE THAT THE SELF-CONCEPT OF THE STUDENT HAS AN IMPORTANT RELATIONSHIP TO HIS SUCCESS. (JK)