Academic self-efficacy and academic self-concept: Reconsidering structural relationships

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Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, background): “…not to say that other self-beliefs may not indirectly influence EMI success, as studies have shown that self-efficacy beliefs may mediate the influence of self-concept and affective responses such as anxiety (Ferla, Valcke, and Cai 2009; Pajares and Miller 1994; Pietsch, Walker, and Chapman 2003).”
Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, background): “Despite some researchers findings that math self-efficacy is the strongest predictor of math anxiety (e.g., Pajares, 1996a; Zimmerman, 1995), Ferla, Valcke, and Cai (2009) found that math self-concept is a better predictor of students’ math anxiety than is math self-efficacy.”
lavaan.survey: An R Package for Complex Survey Analysis of Structural Equation Models (2014, methodology): “For the precise definitions of these variables and the indicators used please see the appendix to Ferla et al. (2009). In addition, gender and socio-economic status of the parents will be used as fixed covariates.”
The Consequences of the National Math and Science Performance Environment for Gender Differences in STEM Aspiration (2016, methodology): “We use the self-concept scale as the dependent variable in the first part of the analysis because it is the measure of self-assessment that is most closely associated with motivation (Ferla et al. 2009).”