To examine the order in which transitivity, conservation, and class inclusion emerge from a non-Western cultural perspective, two studies were carried out in Gaborone, Botswana, and in Botswana as a whole, involving 659 children in Standards (Grades) 2 and 3. In both studies the predominant sequence of emergence was transitivity, conservation, and class inclusion; this finding supports the existence of a decalage of the three concepts in a non-Western culture.

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The objective of this study was to examine the relationship between pupils' self-concepts and their performance on the Botswana Primary School-leaving Examinations. Pupils with high self-concepts scored significantly better than pupils with low self-concepts in their over-all performance as well as in the subject matter examined, namely, Mathematics, English, Science, and Social Studies. The sample included 2559 (1517 girls and 1042 boys) pupils of standard seven drawn from a stratified random sample of 51 schools across Botswana. Their ages ranged from 12 to 14 yr., with a mean of 13.9 yr. Self-concept was measured by Self-appraisal Scale and their academic performance was based on the scores obtained in the final national examinations.

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