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Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (ie, its domain specificity and competence–affect distinction) and extends previous research by applying both within-network and between-network approaches to construct validation. The academic self-concept scales of a German version of the Self Description Questionnaire I (SDQ I) were administered to students from 3rd to 6th grades (N= 1,958). Confirmatory factor analysis models positing separate factors for competence and affect components of math, German, and general school self-concepts fitted better than models assuming domain specificity only. This was demonstrated for the total …