The article by Mimi Bong and Einar M. Skaalvik explores the similarities and differences between academic self-concept and self-efficacy. Both constructs are highly analogous, sharing a focus on perceived competence, reliance on mastery experiences, social comparison, and a multidimensional nature. They both predict motivation, emotion, and performance. However, there are significant differences, including the integration vs. separation of cognition and affect, the evaluation of competence, the structure of the constructs, and their temporal stability. The authors argue that self-efficacy plays an active role in the development of self-concept and suggest that research should focus on separating the multiple components of self-concept and reducing students' preoccupation with normative ability comparisons. The article aims to provide a clearer understanding of these constructs to enhance educational research and practice.The article by Mimi Bong and Einar M. Skaalvik explores the similarities and differences between academic self-concept and self-efficacy. Both constructs are highly analogous, sharing a focus on perceived competence, reliance on mastery experiences, social comparison, and a multidimensional nature. They both predict motivation, emotion, and performance. However, there are significant differences, including the integration vs. separation of cognition and affect, the evaluation of competence, the structure of the constructs, and their temporal stability. The authors argue that self-efficacy plays an active role in the development of self-concept and suggest that research should focus on separating the multiple components of self-concept and reducing students' preoccupation with normative ability comparisons. The article aims to provide a clearer understanding of these constructs to enhance educational research and practice.