Civic purpose involves both students' attitudinal and behavioral commitments to social causes and is critical for our young generation to flourish as human beings and to withhold a healthy democracy in the current social climate. The purpose of the current study was to investigate the relations among elementary students' social-, moral- self-concepts, civic competencies, and civic purpose in the context of a social studies curriculum. Digital Civic Learning (DCL), where students were immersed into virtual historical/social situations and discussed civic topics collaboratively, served as a learning context for students to demonstrate their civic knowledge, skills, and dispositions. The sample included 149 4th and 5th graders from two school districts in central Ohio. I developed a civic competencies coding scheme to examine students' levels of civic knowledge, skills, and dispositions demonstrated in their DCL participation, including argumentative writing, collaborative discussions, and self-recordings of civic discourse. The findings showed that students' social-, moral-, self-concepts were associated with civic purpose; students' civic competencies (knowledge, skills, dispositions) during DCL did not predict civic purpose and did not mediate the relations between self-concepts and civic purpose. However, students' moral self-concept mediated the association between civic knowledge and civic purpose, as well as between civic skills and civic purpose. The findings speak to the importance of nourishing early adolescents' moral self-concept in order for their civic competencies to be manifested as a form of civic purpose. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]