This study examined the relationship of self-concept to intelligence, anxiety, and academic persistence and achievement among young adolescents in a rural school division in Saskatchewan. Eighty-five students in grades 7 and 8 were administered the Piers-Harris Children's Self-Concept Scale, Sarason's Test Anxiety Scale, Sarason's General Anxiety Scale for Children, and a Demographic Information Inventory. Information about the subjects' IQ and CTBS scores and first term marks in English, social studies, science, and mathematics was obtained from school records. Statistical procedures used to analyze the data revealed that self-concept and intelligence were not significantly correlated; that self-concept and both test and general anxiety had a significant negative correlation; and that self-concept and academic achievement had a significant positive correlation, both with and without the intelligence factor included. (TE)