Abstract
The hierarchy of academic self-concept (SC) was examined in 4 studies. In Study 1, a higher order artistic SC factor represented teacher education students' (N = 298) SCs in 4 art areas. In Study 2, high school students' (N = 197) perceptions in speaking, reading, and writing in English and in language other than English formed 2 distinct higher order factors showing the domain specificity of their SCs in respective language areas. In Study 3, university students' (N = 309) SCs in speaking, reading, and writing English as a second language formed a higher order English SC factor that was not distinguishable from an independent global English SC measure. In Study 4, responses of students in a school of commerce (N = 211) to SC items in accounting, math, economics, English, and Chinese formed a higher order factor that was not distinguishable from a global academic SC measure.
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