The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest).

中文翻译：

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学术自我概念的结构：中心模型的方法论回顾和实证说明

学术自我概念（ASC）的结构被假定为多维和分层的。该方法论回顾考虑了描述 ASC 结构的最核心模型：高阶因子模型、Marsh/Shavelson 模型、嵌套的 Marsh/Shavelson 模型、基于探索性结构方程建模的双因子表示和一阶因子模型。我们详细阐述了这些模型如何代表关于 ASC 结构的理论假设，并概述了它们固有的心理测量特性。我们使用德国 10 年级学生 (N = 1,232) 的数据集分析了这些模型，其中包括各种特定领域的 ASC 以及一般的 ASC。ASC 之间以及 ASC 与学业成绩之间的相关性因所使用的结构模型而异。我们最后讨论了针对研究目的的建议以及每个 ASC 模型的优点和局限性。我们的方法还可以指导对其他情感或动机结构（例如，学术焦虑或兴趣）的研究。