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 © 2014 Taylor & Francis.
CitationKing, R. B., & McInerney, D. M. (2014). Mapping changes in students’ English and math self-concepts: A latent growth model study. Educational Psychology, 34(5), 581-597.
- English self-concept
- Math self-concept
- Latent growth model
- Hong Kong students