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http://dx.doi.org/10.7468/mathedu.2022.61.1.127

Longitudinal analysis of the direct and indirect influence of academic self-concept and academic support of teachers and parents on academic achievement in mathematics  

Kim, YongSeok (Sungkyunkwan University)
Publication Information
The Mathematical Education / v.61, no.1, 2022 , pp. 127-156 More about this Journal
Abstract
This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.
Keywords
Mathematics Academic Achievement; longitudinal study; Latent growth modeling; Multivariate Latent Growth Model; Growth Mixture modeling; Academic self-concept; Academic support from teachers; Academic support from parental;
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