Abstract
This study examined whether global academic self-concept and academic self-efficacy beliefs that vary in domain specificity-globality represent distinct or common underlying dimensions. Participants were 205 university students who completed measures of academic self-concept, global academic self-efficacy, and domain-specific mathematics self-efficacy. Confirmatory factor analyses revealed that each of the variables represented separate, though related, latent dimensions of self-perception. Self-efficacy and self-concept were also differentially useful in predicting relatively domain-specific versus global academic and vocational criteria. The implications of these findings for theory and practice related to academic achievement and career development are considered.
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