The six papers in this set of symposium materials all deal with the development and measurement of self-concept in various groups of students. The first paper (by Douglas Muller) addresses the lack of well-defined procedures for assessing self-concept and suggests that such a measure should be based on standardized procedures such as the Self-Descriptive Inventory. In the second paper (by Carlos R. Velasco-Barraza), the differences between self-concepts of school children in Chile, Mexico, and the United States are compared. Achievement levels of students of equal intellectual abilities but differing self-concepts are compared in the third paper (by Glenda Foster and Sharon Wooden), while the fourth paper (by Sonya I. Smith and Sharon Wooden) describes the relationship between a student's school self-concept and his/her behavioral adjustment at school. The self-concept of cognitively impaired students and the stability in sixth graders are examined in the final two papers (by Norma Robinson and by Donald Frazier). (JAC)