The Influences of the Academic Self-concept on Academic Achievement: From a Perspective of Learning Motivation (Draft)

Based on the released data of 5,690 Taiwanese 8 graders participating in TIMSS 1999, an elaborated motivation-resource competition model will be examined through the structural equation modeling technique. According to the model, a student’s self-concept in one learning subject exerts a positive effect on his/her achievement in the same subject, but a negative effect on the achievement in another learning subject. The model demonstrates that students with higher academic self-concept tend to invest more time to engage in learning activities in correspondent learning subject; on the other hand, the time spending on study for other learning subjects will decrease relatively.