The Verbal, Mathematics, Academic, and General self-concept scales of the Self Description Questionnaire (SDQII) (H. Marsh, 1990, 1993) were translated into Chinese and administered to high school students in China (N=493). Item scale correlations and reliability coefficients were good (alphas=0.85, 0.91, 0.87, and 0.86 respectively). Confirmatory factor analysis showed that Mathematics and Verbal self-concepts were positively correlated with Academic self-concept, but were not correlated with each other. When Chinese and mathematics achievement scores were included in the model as external criteria for construct validation, mathematics achievement correlated highly with Mathematics self-concept but not with Verbal self-concept, whereas Chinese achievement correlated more highly with Verbal than with Math self-concept. Both achievement scores correlated more highly with Academic than with General self-concept. Teachers' evaluation of students' attitude towards schoolwork correlated most highly with Academic self-concept. The results support the validity of the translated version of the SDQII and also the domain specificity of self-concept. (Contains 2 tables and 26 references.) (SLD)