This study examined the relationship between 7 dimensions of self‐concept and achievement in 563 African American 4th‐, 5th‐, and 6th‐graders. After controlling for socioeconomic status, social self‐concept accounted for a significant amount of variability in achievement test scores, whereas school‐related self‐concepts did not. Results do not support earlier research on the relationship between self‐concept and achievement for African American students.

Agreement between two methods of computing the fractal dimensions of complex figures was examined. 16 complex figures were scanned and the fractal dimensions were computed under two conditions. There was no significant difference between the two methods.

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