Article
Longitudinal Relationship among Perceived Teacher Enthusiasm, Peer Attachment, Academic Self-Concept, and Achievement of High School Students Using Multilevel Latent Growth Modeling
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
The study analyzes the longitudinal causal relationship among perceived teacher enthusiasm, peer attachment, academic self-concept, and achievement of high school students by applying multilevel latent growth modeling. The subjects of this study were 6,243 high school students in the Korea Education Longitudinal Study. At the student lev-el, teacher enthusiasm and peer attachment positively affected academic self-concept and achievement in the first year of high school. However, the positive relationship be-tween the variables gradually decreased as the grade level increased. Teacher enthusi-asm and peer attachment affected academic achievement by mediating academic self-concept in the first year of high school. At the school level, schools with high teacher enthusiasm and peer attachment had a high academic self-concept in the first year. In this study, researchers sought ways to help increase academic achievement by studying the longitudinal causal relationship between teacher enthusiasm, peer attachment, aca-demic self-concept, and academic achievement at the student and school levels.