The Prediction of the Growth of Academic Competence and Efforts in Academic Performance
This study examined the prediction of academic competence and efforts in academic attribution. Past researches found the significant relationship between academic competence and academic attribution, but few distinguished the prediction of the intercept of academic competence from the one of the slope. The data of Taiwan Educational Panel Survey (TEPS) were used. The academic competence and efforts measured in Grade 7, 9, and 11 were expected to predict the academic attribution measured in Grade 12. TEPS asked the participants indicate which one was the main factor respectively for academic success and for academic failure. The choices were effort, ability, study habits, parenting, teaching, and peer. Latent growth modeling was conducted. It was found that students of Grade 12 attributed their academic performance to study habits, efforts, and ability, which were internal locus of control. Second, regardless of academic success or failure, the intercept of academic competence predicted the attribution to ability negatively, the slope of academic competence positively. Third, regardless of academic success or failure, the intercept of academic efforts predicted the attribution to efforts positively, the slope of academic efforts negatively. Finally, the growth of both academic competence and efforts predicted the attribution of academic success to ability, but the valence of prediction was different among the different educational levels. In the condition of academic failure, the composite growth of both academic competence and efforts predicted negatively the attribution to efforts, positively the attribution to study habits. These findings did not totally support the predictions deduced from the self-serving bias perspective and the self-worth theory. But as the same as the past researches, we believed that the attribution to efforts had important value culturally for Taiwan students.
|關鍵詞||努力、臺灣教育長期追蹤資料庫、潛在成長模式、學業能力、歸因、efforts、Taiwan Educational Panel Survey、latent growth modeling、academic competence、attribution|