Longitudinal Study of Gifted Students’ Science Self-Concept and Science Achievement

Author: Ya-Ling Hou(Department of Special Education,National Pingtung University of Education)

Vol.&No.：Vol. 58, No. 2
Date：June 2013
Pages：57-90
DOI：10.3966/2073753X2013065802003

Abstract：

This study investigated the development of the science self-concept and science achievement of 381 gifted adolescent students in 16 junior high schools in Kaohsiung who were enrolled in classes ranging from Grade eight, first semester, to Grade nine, second semester, through repeated assessments. Structural equation modeling with latent growth curve models and a cross-lagged panel model were used to analyze the four waves of gifted students’ data. The results of this study showed that the gifted students experience an increase in science achievement during the junior high school period. Furthermore, students were shown to have a declining science self-concept in middle years, followed by an increase that began in and continued beyond Grade nine, second semester.

A positive relationship was found between the students’ science self-concept and their science achievement. The multivariate multilevel growth curve model suggested that the development of the science self-concept was not related to the development of science achievement. A cross-lagged panel correlation analysis showed that the science self-concept to predict the subsequent science achievement was statistically significant. No significant difference was found between genders in science achievement; however, the gifted girls’ score on the science self-concept was lower than the boys’. Finally, conclusions and suggestions for the practical application of and future research on the science self-concept and science achievement are proposed.

Keywords：cross-lagged panel model, multivariate latent growth curve model, science achievement, science self-concept, gifted students

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