Journal of Positive Psychology and Counselling, Vol. 7 2020 Rapid Communication Edition 191 Self-Concept, Attitude to Course of Study and Academic Achievement among Students of Tertiary Institutions in Katsina State, Nigeria Yahaya, Shehu Tsagem, PhD Department of Educational foundations Usmanu Danfodiyo University P. M. B. 2346, Sokoto. e-mail: shehu.yahaya@udusok.edu.ng 08032868031 & 08186516575 Abstract The study sought relationship between self-concept and attitude to course of study in relation to academic achievement among students in tertiary institutions in Katsina state, Nigeria. Questions raised lead to the generation of hypotheses like self-concept was not significantly related to academic performance and that self-concept was not a better predictor of academic performance than attitude to course of study. The study utilized the correlational survey designed using APDI, ACS and AA instruments to collect data that was analyzed using Pearson’s product moment correlation coefficient and regression analyses. With p-values of .000, hypotheses 1 – 3 were not accepted respectively. But, a β = .070, t = 24.203, p < .05 lead to the conclusion that attitude to course of study is a better predictor of academic achievement. Among recommendations made were that counsellors, and parents should employ means of motivating students to develop more positive attitudes towards what they learn for the maximum achievement of their educational aspirations. Tertiary institutions should help students to develop more positive self-concept through appropriate counselling measures as this will greatly help in easing whatever academic, personal-social or/and career challenge(s) that they may face in the course of their studies. Keywords: Self-Concept, Attitude to course of study, Tertiary Institution, Academic achievement Introduction Parents, lecturers and the government has been noticing an unprecedented low academic achievement among students and this has started to be linked to how students’ confidence and interest in what they are studying may be playing a vital role for such an uncalled-for trend despite funding and efforts. Academic achievement of a student is the ability of the student to study and remember facts and being able to communicate his knowledge orally or in written form even under examination conditions (Verešováa, and Malá a , 2016). In this study, academic achievement is determined by the performance of students in different courses over a period of time. This could be described, in other words, as the sum of an individual’s performance in tests and examinations given within the institutions’ system at the end of every semester or session results of which interpreted into Grade Point Average and Cumulative Grade Point Average (Yahaya, 2010).