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|Other Titles:||A Longitudinal Study on the Self-concept Development of Junior High School Students|
National Taiwan Normal University Department of Special Education
The academic self-concepts that students develop strongly influence their academic achievement, educational choices, and vocational choices. Based on the characteristics of multifaceted and a hierarchical structure, academic self-concepts can be divided into various subject-specific self-concepts, such as mathematics, English, and science self-concepts. Furthermore, the formation of self-concepts gradually develops with growth experiences and interrelationships with others and the environment. Thus, one of the research objectives was to explore the development correlations among the academic self-concepts of junior high school students regarding four subjects. Generally, gifted students have the characteristic of emotional over-excitability. This has made gifted students highly sensitive to differences. Consequently, the second objective of this study was to compare the differences between gifted students and general students according to the self-concept development model. Method: The data collected included a four wave survey through repeated assessment of 2,242 students in 18 junior high schools in Kaohsiung City, Taiwan. The instrument used was a Self Descript Questioners. A multivariate latent growth curve model and a latent growth curve model for multiple groups were used to analyze the data. Findings: (1) The math and science subject self-concepts exhibited moderately positive correlations. The correlation of the changes in self-concepts regardingthese two subjects was high. Chinese and English subject self-concepts exhibited slightly positive correlations. The correlation of the changes in self-concepts regarding these two subjects was low; (2) The students’ self-concepts regarding various subjects exhibited significant differences. Slight differences were observed among students regarding Chinese self-concepts, and there were clear differences among these participants regarding English self-concepts; (3) All participants had low science self-concepts, and t
|Appears in Collections:||特殊教育研究學刊|
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