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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.

The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences. [ABSTRACT FROM AUTHOR]