Background: The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years.
Method: the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992).
Results: results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept.
Conclusions: these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.