Enhancing the self-beliefs of college students--in particular, academic self-concept--has been suggested as one way to enhance college student success. However, the literature on the influence of college often does not clearly identify nor effectively assess the type of self-belief being investigated, and little remains known as to how and when college specifically influences student self-beliefs during different periods of the undergraduate experience. This study used an original survey to investigate what college environmental factors and what types of student involvements, if any, influence academic self-concept during the first-year of college. The survey was developed using Alexander Astins theory of student involvement and Input-Environment-Outcome conceptual model as a guideline. The survey also included a pretest of academic self-concept using questions adapted from the Academic Self-Concept Scale. Six significant predictors of academic self-concept were identified, lending both theory and practice recommendations for higher education institutions that seek to improve academic self-concept among first-year students and, by extension, student retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]