The purpose of this study was to examine the construct validity of scores on a Chinese version of an academic self-concept scale as measured by self-, peer, and parent ratings. The multitrait-multimethod approach, general confirmatory factor analysis models, and correlated uniqueness models were utilized. Overall, the results from three analyses supported the convergent validity as well as discriminant validity of scores and the presence of a method effect. However, the evidence for convergent validity, discriminant validity, and method effect associated with scores was somewhat inconsistent. Alternative analysis procedures are recommended to provide safeguards to construct validation.
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