Abstract. This study examines the influence of self-concept on the relationship between stress and academic achievement of students. Students of the randomly selected in research work on a voluntary basis. The degree of reliability in this research paper of criteria evaluating stress perception6 self-concept and academic achievement is equal to the coefficient .70 and above. The correlation between self-concept and academic achievement  was determined using the Pearson r-correlation analysis, and as a result, the positive level of r correlation indicates that a direct significant influence of a student’s self-concept on academic achievement. The hypothesis about the gender characteristics of perceived stress was also tested, and according to the results, the influence of student’s self-concept on academic performance does depend on gender characteristics. The effect of student’s self-concept on their academic achievement  is also tested in a linear regression analysis, in a model in which self-concept was introduced, and according to the result, students' perceived stress has not an important impact on their academic achievement. This indicator shows the importance of focusing on the content of educational and psychological activities in order to improve academic performance at the university, personal development of students and strategies for prevention and reduction of stress levels.