The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students' Growth in Math Achievement.

Danhui Zhang,Hongyun Liu,Yuan Zhou,Yiran Cui,Mengfei Cai

doi:10.3389/fpsyg.2018.02356

Danhui Zhang, Hongyun Liu + Show 3 more

Open Access

https://doi.org/10.3389/fpsyg.2018.02356

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Abstract

A longitudinal designed research study was conducted to provide empirical evidence regarding the influences of three dimensions of students’ school adaptation on their math achievement growth over the first year of high school. These dimensions included learning adaptation, stress management, and personal communication. Student math achievement growth was measured using the student growth percentile (SGP) score. Structural equation modeling (SEM) was used to test for the possible mediating role of self-concept behind those three relationships. Based on the model comparison, it was discovered that school adaptation significantly and positively influences student math achievement growth via mediating effects of student academic self-concept, as opposed to showing a direct impact on students. The findings of this study have important implications for educators and parents to aid students in their pursuit of academic success.

Highlights

Bronfenbrenner’s (1979) ecological system theory has provided a helpful framework for understanding the importance of adaptation to school
We explored whether self-concept serves as a mediating variable affecting the relationship between school adaptation and academic performance
This research focused on 10th grade Chinese high school students and investigated their experience in the first year of their high school lives

Summary

INTRODUCTION

Bronfenbrenner’s (1979) ecological system theory has provided a helpful framework for understanding the importance of adaptation to school. Longitudinal data based on a sample of Chinese high school students was analyzed to explore the following: (1) how school adaptation at the beginning of tenth grade would influence students’ academic growth throughout the whole school year, while controlling for students’ demographic information; (2) whether students’ academic self-concept serves as a significant variable in mediating the relationship between school adaptation and growth in student math achievement. Estell et al (2007) examined African-American adolescents from two rural counties and discovered that individuals who experienced a successful transition from middle school to high school had lower rates of substance use and higher grades These studies suggest that students’ improved adaptability to school can be very beneficial in allowing them to maintain positive social relationships, to study efficiently, and to take a positive attitude toward the difficulties and challenges that arise in new learning environments. The sample items included: “I usually could achieve the goal in learning math,” and “I think I perform pretty well on math.” The Cronbach’s alpha (0.87) and TABLE 1 | Confirmatory factor analysis on latent constructs

METHODOLOGY

RESULTS

DISCUSSION AND SIGNIFICANCE