A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors
The effect of streaming on students' academic self-concept and their perceptions of home environment and classroom climate was examined in a 3-year longitudinal study of a single cohort in Singapore. The subjects were 495 Secondary 1 (average age 13) students, who were streamed based on their P...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English English |
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2000
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| Online Access: | https://eprints.nottingham.ac.uk/11238/ |
| _version_ | 1848791227173961728 |
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| author | Liu, Woon Chia. |
| author_facet | Liu, Woon Chia. |
| author_sort | Liu, Woon Chia. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The effect of streaming on students' academic self-concept and their perceptions of home environment and classroom climate was examined in a 3-year longitudinal study of a single cohort in Singapore. The subjects were 495 Secondary 1 (average age 13) students, who were streamed based on their Primary School Leaving Examination results taken at the end of Primary 6 (average age 12). The study was conducted with the use of a self-constructed questionnaire on four occasions at approximately 1-year intervals. The measures included the academic self-concept scale, made up of the students' confidence and students' effort subscales, the home environment scale, made up of the relationship with parents and academic support subscales, and the classroom climate scale, made up of the relationship with teachers, teachers' expectations and peer relationship subscales. The results revealed that the students' academic self-concept, and their perceptions of home environment and classroom climate largely declined from Secondary 1 to Secondary 3, and the declines were more pronounced for the higher-ability stream students than the lower ability stream students. In addition, the lower-ability stream students' academic self concept and their perception of classroom climate were more negative than those of their higher-ability stream counterparts immediately after streaming. Nonetheless, they were comparable if not more positive than those of their higher-ability stream counterparts three years after being streamed. Furthermore, regression analyses revealed that perceived teachers' expectations, relationship with teachers, relationship with parents and parental academic support were main predictors of students' academic self-concept. However, parental academic support tended to affect higher-ability stream students' academic self-concept more than that of their lower-ability stream counterparts, whilst teachers' expectations tended to affect the lower-ability stream students' confidence level more than that of their higher-ability stream counterparts. |
| first_indexed | 2025-11-14T18:25:09Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-11238 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English English |
| last_indexed | 2025-11-14T18:25:09Z |
| publishDate | 2000 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-112382025-02-28T11:12:09Z https://eprints.nottingham.ac.uk/11238/ A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors Liu, Woon Chia. The effect of streaming on students' academic self-concept and their perceptions of home environment and classroom climate was examined in a 3-year longitudinal study of a single cohort in Singapore. The subjects were 495 Secondary 1 (average age 13) students, who were streamed based on their Primary School Leaving Examination results taken at the end of Primary 6 (average age 12). The study was conducted with the use of a self-constructed questionnaire on four occasions at approximately 1-year intervals. The measures included the academic self-concept scale, made up of the students' confidence and students' effort subscales, the home environment scale, made up of the relationship with parents and academic support subscales, and the classroom climate scale, made up of the relationship with teachers, teachers' expectations and peer relationship subscales. The results revealed that the students' academic self-concept, and their perceptions of home environment and classroom climate largely declined from Secondary 1 to Secondary 3, and the declines were more pronounced for the higher-ability stream students than the lower ability stream students. In addition, the lower-ability stream students' academic self concept and their perception of classroom climate were more negative than those of their higher-ability stream counterparts immediately after streaming. Nonetheless, they were comparable if not more positive than those of their higher-ability stream counterparts three years after being streamed. Furthermore, regression analyses revealed that perceived teachers' expectations, relationship with teachers, relationship with parents and parental academic support were main predictors of students' academic self-concept. However, parental academic support tended to affect higher-ability stream students' academic self-concept more than that of their lower-ability stream counterparts, whilst teachers' expectations tended to affect the lower-ability stream students' confidence level more than that of their higher-ability stream counterparts. 2000 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/11238/1/343870_VOL1.pdf application/pdf en arr https://eprints.nottingham.ac.uk/11238/2/343870_VOL2.pdf Liu, Woon Chia. (2000) A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors. PhD thesis, University of Nottingham. Self-perception in children classroom environment parent and child high school students Singapore |
| spellingShingle | Self-perception in children classroom environment parent and child high school students Singapore Liu, Woon Chia. A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title | A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title_full | A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title_fullStr | A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title_full_unstemmed | A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title_short | A longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| title_sort | longitudinal study of academic self-concept in a streamed setting: home environment and classroom climate factors |
| topic | Self-perception in children classroom environment parent and child high school students Singapore |
| url | https://eprints.nottingham.ac.uk/11238/ |