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

Ronnel Bornasal KING, Dennis Michael MCINERNEY

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)581-597
JournalEducational Psychology
Volume34
Issue number5
Early online dateApr 2014
DOIs
Publication statusPublished - 2014

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self-concept
Self Concept
Students
Aptitude
Growth
student
gender
ability
school
Hong Kong
secondary school

Citation

King, 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.

Keywords

  • Self-concept
  • English self-concept
  • Math self-concept
  • Latent growth model
  • Hong Kong students