VARIOUS EXPERIMENTAL EVIDENCE HAS SHOWN THAT SELF-CONCEPT OF ABILITY IS RELATED TO SCHOOL ACHIEVEMENT AND IS CAPABLE OF MEASUREMENT. A SELF-CONCEPT OF ABILITY SCALE WAS DEVELOPED IN TWO FORMS--(1) GENERAL SELF-CONCEPT OF ABILITY AND (2) SELF-CONCEPT OF ABILITY IN SPECIFIC SCHOOL SUBJECTS. MAJOR RESULTS OF THE STUDY REVEALED THAT (1) SEVENTH-GRADE GIRLS HAD SIGNIFICANTLY HIGHER MEAN SELF-CONCEPT OF ABILITY SCORES THAN SEVENTH-GRADE BOYS, (2) SELF-CONCEPT OF ABILITY WAS SIGNIFICANTLY RELATED TO SCHOOL ACHIEVEMENT OF SEVENTH-GRADE BOYS AND GIRLS (THE CORRELATION WAS .57 FOR EACH SEX), (3) SELF-CONCEPT OF ABILITY WAS POSITIVELY RELATED TO SCHOOL ACHIEVEMENT IN THE SEVENTH GRADE WHEN MEASURED INTELLIGENCE WAS CONTROLLED, (4) THE CORRELATION BETWEEN SELF-CONCEPT OF ABILITY AND MEASURED INTELLIGENCE WAS .46 FOR BOYS AND .48 FOR GIRLS, AND (5) SELF-CONCEPT OF ABILITY IN FOUR SPECIFIC SCHOOL SUBJECTS WAS RELATED TO SEVENTH-GRADE ACHIEVEMENT IN THOSE SUBJECTS TO APPROXIMATELY THE SAME DEGREE THAT GENERAL SELF-CONCEPT TO ABILITY WAS RELATED TO ACHIEVEMENT IN THE FOUR SUBJECTS COMBINED. THE REPORT CONCLUDED THAT SELF-CONCEPT OF ABILITY FUNCTIONS INDEPENDENTLY OF MEASURED INTELLIGENCE IN PREDICTING SCHOOL ACHIEVEMENT. EXPERIMENTAL TREATMENTS DESIGNED TO ENHANCE A STUDENT'S SELF-CONCEPT OF ABILITY AND THUS IMPROVE HIS SCHOOL ACHIEVEMENT ARE BEING UNDERTAKEN IN COOPERATIVE RESEARCH PROJECT 1636 (ED 003 294) ENTITLED, "IMPROVEMENT OF ACADEMIC ACHIEVEMENT THROUGH STUDENTS' SELF-CONCEPT ENHANCEMENT." (TC)