Urban and rural third graders were studied to test the hypothesis that children's self-reported views of their ability to cope with the environment and their teacher's views of their performance patterns in adaptation and intrapersonal growth would have correlations with academic test performance. Teacher appraisals of adaptation covered dependency, ability to follow instructions, enthusiasm, and learning difficulties; appraisals of intrapersonal growth included happiness, response to illness, sociability, and maturity. Children's self-perceptions were measured on the How I Myself scale; teacher's evaluations of pupils were obtained through the Pupil Behavior Rating scale; and scores from the most recent achievement battery were derived from school records. There was a modest but consistent relationship between self-perception and achievement in that as difficulties were perceived and increased, academic achievement decreased. It could not be determined if this finding demonstrated a cause-effect relationship. For the most part, children rated high on adaptation (i.e. having difficulty in adapting to the school environment) or intrapersonal growth (i.e. displaying immature behavior or suffering frequent illness or depression) had consistently lower achievement scores. (MJL)