M.Ed. / Nowadays more and more emphasis is placed on the importance of the so called "Emotional Intelligence" which include aspects like social skills, purposefulness, persistence, self-motivation, reliability and solid interpersonal relationships. Goleman (1996: xii) mentions qualities such as "self-control, zeal and persistence" and says that these qualities can be taught and learned irrespective of the individual's intellectual potential. The modern working force requires people who are reliable, adaptable and flexible so that they can cope with various circumstances in a multi-cultural society that is characterized by diversity. The aspects mentioned here, manifest in the different dimensions of the self-concept of the individual and it is therefore important to investigate the nature and the quality of the self-concept and endeavour to determine how this self-concept is established. For this reason the meta-theoretical and theoretical assumptions concerning self-concept were discussed and serve as a theoretical frame of reference for this study. The aim of this study is to determine if similarities exist between the selfconcept of the child and the self-concept of the parent and to investigate whether the self-concept of the parent is reflected in the self-concept of the child. The research design and methods are discussed as well as the validity and reliability of the questionnaire and the test sample. A quasi-experimental research design was employed to enable the researcher to gather measurable data. This approach was used in order to make numerous comparisons between the different groups. In this way it would be possible to identify possible differences as well as possible similarities between the self-concept of children and the self-concept of their parents. The design that was followed, included the use of an existing questionnaire which provides for the measuring of he self-concept on eight different scales. These scales correspond with the different aspects of the self-concept and include: the intellectual (academic) self-concept, the general social selfviii concept, the role of the family, the value orientation of the learner and the educator, the physical aspect, self-confidence, religion and the experience of frustration. The self-concept ,questionnaire (consisting of 46 items) was issued to 100 children. These children were identified in conjunction with the guidance teacher and they were subdivided into two groups namely those with a predominantly high self-concept and children with a predominantly low selfconcept. Children had to complete a questionnaire and see to it that the respective parents also complete questionnaires. Questionnaire items were drawn up, based on existing literature and research findings...