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

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.

Investigation of the psychological health of first‐year high school students with myopia in Guangzhou

“…After one year or multiple years, they passed the examination and then re‐entered senior high school at an older age. First‐year students have just experienced the pressure of entering a higher‐level school, thus showing their ability to resist stress and undergo an intense psychological experience (Zhang et al, 2018). They are able to recognize and evaluate themselves more accurately and provide a better representation of adolescent groups overall.…”

First Year Students’ Social-Psychological Adaptation To Higher Education Requirements Factor Analysis

“…A number of scientists point to gender differences in adaptation process: they all agree that the adaptation process is harder for girls since they are more prone to stresses and depressed mood, which ties https://doi. org/10.15405/epsbs.2019.09.02.41 Corresponding Author: Aleksei N. Bogachev Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 357 with their need for approval, search for external social support and lack of independence (Clinciu, 2013;Mudhovozi, 2012;Zhang, Cui, Zhou, Cai, & Liu, 2018).…”

The Impact of Positive Mood and Future Outlook on English as a Foreign Language Students’ Academic Self-Concept

“…According to Marsh and Martin (2011, p. 60), student academic self-concept refers to "students' personal beliefs of their academic abilities and skills that are developed through experience with and interpreting the learning environment. " It is suggested that how individual students conceive themselves and their abilities can largely affect their academic motivation (Emmanuel et al, 2014;Seaton et al, 2014), academic growth (Zhang et al, 2018), academic achievement (McInerney et al, 2012Chao et al, 2019), and success (Prince and Nurius, 2014;Lohbeck et al, 2017). Accordingly, determining factors that may positively affect students' academic self-concept seems essential.…”