This document presents results of a study exploring the relationships among academic achievement, gender, and adolescent nonacademic self-concepts. Two major research issues were assessed: (1) possible gender differences in nonacademic self-concept, and (2) the predictive utility of nonacademic self-concept facets. The study collected data from male and female high school students during nine workshops to prepare for college entrance examinations. Student participation was voluntary. Subjects responded to the test measuring self-concept through sociability, competence, and dependability according to their actual self and their ideal self. Because predictions derived from discrepancy scores between actual and ideal have generally received wide empirical support, this study utilized actual self-concept and self-concept discrepancy scores across the three nonacademic areas. The lack of gender differences in the students' use of the nonacademic self-concept subscales, and in the equations predicting student academic achievement, differs from findings in the literature relating gender and academic self-concept. The overall conclusion from the analysis is that nonacademic self-concept may be useful in predicting achievement. The individual predictors noted in this study may provide clues for constructing a true theoretically based model of nonacademic self-concept. (DK)