A Comparative Longitudinal Approach on Academic Self-Concept and Academic Achievement of Students From Multicultural Families

Abstract

The study focused on comparing differences in academic self-concept and academic achievement between students from multicultural families and non-multicultural families. Results, based on t-test, indicated that there are significant differences in academic selfconcept and academic achievement between students from multicultural families and nonmulticultural families. The results also, through autoregressive cross-lagged modeling, indicated that previous academic achievement had an effect on academic self-concept. Results from multigroup analyses revealed that students' familiar background did not have a differential effect on these associations.