This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.

这项研究旨在评估英语和俄语中阅读自我概念的认知和情感维度是否是截然不同的结构，并研究认知变量和情感变量之间的关系在不同性别之间是否不变。从阿塞拜疆巴库的12所学校中选出了349位10年级Azeri学生。这项研究采用了自我描述问卷和Cényelvimérés来评估阅读两种外语的自我概念和成就的能力。结构方程建模的结果表明，认知和情感自我概念是独立的，但相互关联性强。阅读自我概念构造的分离成分比混合模型显示的结构更明确。认知和情感自我概念与阅读领域成就之间的关系在性别之间是不变的。这项研究的结果可以鼓励未来的研究，以检查概念化双重多维结构的更多领域特定的自我概念。