Abstract
This study investigated the role of self-concept and gender on intellectual achievement responsibility.
164 senior secondary school students (SSII), 87 girls and 77boys with an average age of 16 years
participated in the study. Self-Description Questionnaire short version SDQII-S by Marsh (1990) was
used to measure self- concept, while the intellectual achievement responsibility questionnaire (IAR)
Crandall et.al.,1965 which was adapted in Nigeria by Eyo (2005) was used to measure intellectual
achievement responsibility. ANOVA statistics was used to test the hypothesis that there will be no
significant self-concept and gender difference in Intellectual achievement responsibility. The results
indicated that those with high self-concept scored higher in their intellectual achievement responsibility
compared to those with low self-concept (F=4.95, P=<.05). Gender was not found to be significant.
Discussion highlighted the necessity of encouraging self-concept enhancement scheme in school and
families and the need to understand school children's intellectual achievement responsibility.