This paper reports the results of a study which examined the relationships of level and stability of self esteem to perceptual, behavioral, and motivational aspects of academic behavior among second grade students. These aspects are academic achievement, accuracy in assessing standing, and disruptive behavior. Self-esteem was assessed with the Piers-Harris Children's Self-Concept Scale. The instrument is composed of 80 items, to which the child responds yes or no. Subject's stability of self-esteem was assessed by a second administration of the Piers-Harris Scale four months after the first administration. To assess the accuracy of children's self-description of ability, subjects were individually interviewed and asked to rate their own reading ability in comparison with the rest of the class. Results show that (1) stability of self-esteem was found to be related to students' accuracy in rating their own reading abilities, indicating that children with stable self-esteem had realistic perceptions of their abilities; (2) both level and stability of self-esteem were found to be positively related to the students' level of achievement; and (3) both level and stability of self-esteem were found to be negatively related to disruptiveness. These results suggest that stability as well as level of self-esteem are affective dimensions related to the educational experience. (Author/MP)