Self-concept/academic achievement relations: An investigation of dimensionality, stability, and causality.

Abstract
A two-wave LISREL structural equation model used to validate the self-concept construct. Specifically, relations among general self-concept, academic self-concept, and academic achievement were investigated; two measures of each construct were obtained at each time point. Data from 929 high school students were collected in October and May of the same academic year. The results confirm previous findings that self-concept is multidimensional, hierarchically structured, and stable. Relations among the three constructs were found to be moderately stable. General self-concept and academic self-concept, albeit moderately correlated, were measurable as separate constructs. Causal predominance between self-concept and academic achievement was not established. Problems of model fit and measurement error were addressed in the discussion of results.

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