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This study examined effects of self-concept and use of information on academic performance of accounting undergraduates in South-west, Nigeria. It was reported that students and individuals often form their self-concept from past experience of success or failure. Some academic libraries have not been adequately stocked with study facilities to improve students’ academic performance with the resultant effects of failure which invariably influence their self-concept academically. The data for the study was collected by the use of questionnaire and statistical package for social science (SPSS) to calculate the mean and standard deviation. Pearson correlation analysis was used to test stated hypotheses. The findings revealed that the level of self-concept of accounting undergraduates in South-west Nigeria determines their academic performance.