Longitudinal Relationship between General Academic Self-Concept and Academic Achievement of Taiwan TEPS Sample

• Main Authors: Wu, Suei-Ching, 吳穗晴
• Other Authors: Wu, Jiun-Yu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/h74drv

碩士 === 國立交通大學 === 教育研究所 === 101 === The longitudinal relationship between academic self-concept and academic achievement includes three conjectures: skill-development, self-enhancement, and reciprocal effects. Because the relationship of Taiwan sample has not been examined previously, I aim to validate this relationship. The reciprocal effects model (REM) with the context variables of family income and students' gender was utilized. I used 4,221 Taiwanese students of seventh to twelfth grade recurred in TEPS 2011 dataset to answer the following three questions: 1) exploring the longitudinal relationship between academic self-concept and academic achievement, 2) examining the influence of family income on academic self-concept as well as academic achievement respectively, and 3) investigating the gender differences . The results indicated that 1. Taiwan’s students’ previous academic achievement affects their following academic self-concept positively, but not vice versa. In twelfth grade the two variables have a positive correlation, but before twelfth grade, no significant relationship was found. 2. There are gender differences in students’ academic achievement. Female ninth graders are academically better; male twelfth graders are academically better. 3. However, gender difference is not found in students’ academic self-concept. 4. Family income has positive influence on the academic achievement of ninth- graders. 5. Family income has positive influence on the academic self-concept of twelfth- graders.