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This paper reviews research in which the primary focus was directed toward the construct validation of self-concept (SC) within an educational framework. Specifically, studies are included that investigate SC internally, with respect to its general facet (GSC) and academic facet (ASC), and externally, with respect to its relationship with academic achievement (AA). The literature is divided into two broad categories: within-network research and between-network research. Within these divisions, the studies are further classified according to their methodological procedures. It is concluded that SC is a multidimensional construct, having one general facet and several specific facets, one of which is ASC. Although important findings have been noted regarding relations among GSC, ASC, and AA, an overall conceptual model and operational definition of SC have not been established and universally accepted. A number of very recent studies, however, have provided increasing support for the hierarchical model. Although one study has determined causal predominance between SC and AA, the findings are considered tentative. Considerations of definition and conceptualization, together with construct validation techniques, are also presented.
