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The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in
measuring academic self-concept among university students. Structural equation modelling was
used to validate the scale which was composed of two subscales; academic confidence and
academic effort. The study was conducted on university students; males and females from
different levels of study and faculties. In this study the influence of academic self-concept on
academic achievement was assessed, tested whether the hypothesised model fitted the data,
analysed the invariance of the path coefficients among the moderating variables, and also,
highlighted whether academic confidence and academic effort measured academic selfconcept.
The results from the model revealed that academic self-concept influenced academic
achievement and the hypothesised model fitted the data. The results also supported the model
as the causal structure was not sensitive to gender, levels of study, and faculties of students;
hence, applicable to all the groups taken as moderating variables. It was also noted that
academic confidence and academic effort are a measure of academic self-concept. According
to the results the academic self-concept scale by Liu and Wang (2005) was deemed adequate
in collecting information about academic self-concept among university students.
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