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* (JV = 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 1 (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 (TV = 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.Since Shavelson, Hubner, and Stanton (1976) proposed a multidimensional, hierarchical model of self-concept, researchers have attempted to examine both the multidimensionality and the hierarchical nature of self-concept in various areas. Researchers have found strong support for the multidimensional nature and the domain specificity of self-concepts in various areas, such as academic (e.g.,

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