With the help of ROU-questionnaire scales different dimensions of classroom psycho-social secondary school student study environment was tested (N = 122). With the help of JUS-questionnaire their general as well as specific (subject) academic self-concept was measured. The obtained correlatoins among these variables indicate that there is connection, but of uneven degree. There is a higher corelation between the studied dimensions of classroom psycho-social study environment and general academic self-concept than between the classroom dimensions and specific academic self-concepts.
