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In two large confirmatory factor analyses (Ns = 11,029 and 1,397) of Self-Description Questionnaire (SDQ—I) responses, we examined how the separation of competency and affect components of reading, math, and school self-concept varies across ages 7–13. The SDQ—I factor structure was well defined with factor loadings invariant over both longitudinal and cross-sectional age comparisons. Correlations among reading, math, and school self-concepts systematically decreased with age, but correlations between competency and affect within each domain remained consistently large. With age and development, students more clearly distinguish between different academic self-concept domains, but the relation between intrinsic liking and competency remains strong. We tentatively recommend that researchers distinguish between competency and affect components of academic self-concept, qualified by the …