A cogent model of self concept may provide educators with the tools to predict and induce change in the classroom behavior of students. The nature of measurement operations, management operations and particularly, the relationship between self concept and behavior are delineated. Discussion focuses on how such behaviors are acquired, manifested and modified by students, and how emotional correlates influence student behavior. The functional potential of self concept, and the organization of self descriptive/evaluative behavior are also explored. Self concept relates to other student behavior, and the development of self concept can be utilized positively by both the student and the educator. This formulated model of self concept implies that, if effectively used and reinforced, self concept can provide a student with the self-information he needs for decision making and self-directed changes in behavioral patterns. The educator, by utilizing well organized and approproate instructional methods, can play an essential role in the development of self concept skills in pupils. (PK)