Mapping changes in students' English and math self-concepts: A latent growth model study

Mapping changes in students' English and math self-concepts: A latent growth model study

• King, Ronnel B. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore
• McInerney, Dennis M. Dept. of Special Education and Counselling, Hong Kong Institute of Education

Educational Psychology, 34(5), 581-597, 2014

Routledge

2014

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBA Teaching Objectives, Curriculum & Evaluation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCA Teaching Objectives, Curriculum & Evaluation

Self-concept English Self-concept Math Self-concept Latent Growth Model Hong Kong Students

• Hong Kong

• 1997.7 onwards

• Secondary Education

The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were included as time-invariant predictors. Results indicated that students' English self-concept slightly increased across time, while math self-concept marginally declined. Gender influenced both the initial levels and rates of change for English and math self-concepts, while school ability level predicted initial levels of self-concept. Implications are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2014.909009]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2014.909009

https://bibliography.lib.eduhk.hk/en/bibs/77e73523

2014-10-22