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Students beliefs and attitudes towards mathematics are influenced in learning. Therefore, students who have a positive disposition towards mathematics tend more study seriously and confidence readiness in mathematics learning. Students have abilities to assess and perceived themselves, assess themselves regarding abilities in solving the mathematical problem, comparing learning process with other students, communicating with teachers or other students, advantages and disadvantages in learning, academic achievement. Self-perception related to academic aspects is called academic self-concept (ASC). The study aims at investigating factor students- ASC in the constructivism learning model. This study is experimental in nature and it was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of the 10th-grade students. The instrument used in this research covers ASC questionnaire, and the data were analyzed by using two-way ANOVA. The results show that learning models that emphasize students construct mathematics knowledge independently through activities in real-world observation, contextualization, and collaborative influencing the self-assessment in grade and effort dimension, peer-evaluation of academic ability, self-evaluation with the external standard