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Abstract
Using data from different countries, the author conducted an international investigation of the relationship between mean country mathematics and science self-concept and respective mean country achievement and geographic region. In addition, the relationship between self-concept and gender and age was compared for the different countries. Findings showed, at the student level, an overall positive relationship between achievement and self-concept in the countries investigated. However, at the country level, a negative relationship was found. Overall, there was a gender gap in favor of males and a developmental gap suggesting that mathematics and science self-concept decline as students grow older. Implications for mathematics and science education are discussed.
