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Abstract

• Study Focus: Examines longitudinal effects of educational expectations and achievement attributions on academic achievements of adolescents in Taiwan using TEPS data.

• Sample: 2,000 Taiwanese secondary school students, with data collected across three waves (grade 7 in 2001, grade 9 in 2003, grade 11 in 2005).

• Key Findings:

  • Educational expectations predict a moderate amount of variance in academic achievements.

  • Students with high expectations and effort attribution show higher growth in academic achievements.

  • Low expectations and attributions of success to others correlate with lower achievements and growth.

• Implications for educational practice and further research discussed.

Literature Review

• Previous Research: Educational expectations correlate with academic achievements (Bui, 2007; Sanders et al., 2001).

• Reciprocal Relationship:

  • High school students' educational expectations and achievements were found to be mutually predictive (2001 research).

  • Path from achievements to expectations is generally stronger.

• Expectancy-Value Theory:

  • Expectations of success influence achievement performance.

  • These expectations are influenced by perceptions of competence and goals shaped by prior achievements.

  • Cyclical influence of expectations and achievements over time results in better long-term outcomes when high expectations are held earlier.

Achievement Attributions

• Definition: Causal attributions for past achievement outcomes determine future engagement in learning (Weiner, 1986).

• Dimensions of Attributions (Weiner, 1992):

  • Locus of Control: Internal vs. External

  • Stability: Stable vs. Unstable

  • Controllability: Controllable vs. Uncontrollable

• Example:

  • Ability is internal and stable; effort is internal, unstable, and controllable.

• Previous studies link positive attributions (to effort) with higher motivation and performance, while negative attributions (to ability) are linked to disengagement.

Methodology

Data Source

• Utilized TEPS database from Academia Sinica, collecting longitudinal educational data from 2001 to 2007.

• Three Waves of Data:

  • Base Year: 2001 (7th graders)

  • First Follow-Up: 2003 (9th graders)

  • Second Follow-Up: 2005 (11th graders)

• Sample Size:

  • Base Year: 20,004 students

  • First Follow-up: 18,903 students

  • Second Follow-up: 4,172 students

  • Final study size: 2,000 students after exclusions for missing data.

Instruments

• Variables: Educational Expectations, Achievement Attributions, Academic Achievements.

• Academic achievement measured using IRT scores on the General Analyzing Ability Test.

• Educational expectations and achievement attributions sourced from Student Questionnaire in TEPS.

  • Educational expectations assessed through two specific questions.

  • Achievement attributions assessed through one critical question about factors affecting academic success.

Data Analysis

• Analysis performed through two-phase hierarchical linear modeling.

  • Phase One: Random-coefficient regression model for initial significance testing.

  • Phase Two: Identification of predictors (educational expectations and achievement attributions) for variance explanation.

Results

Descriptive Statistics

• Graphical representation of academic achievements over three waves for varying education expectation levels shows consistent growth across all groups.

• Results confirmed that students attributing achievements to effort outperformed those attributing success to ability or external factors.

Phase 1: Random-Coefficient Regression Model

• Significant initial achievement and growth rate across all students.

• Educational expectations were identified as strong predictors for both initial achievements and growth rates.

Phase 2: Detailed Models of Predictors

• Models (2-1 to 2-3) explored the influence of educational expectations and three attributions (ability, effort, others) on achievements and growth:

  • Educational expectations significantly predicted both initial achievements and growth rates.

  • Effort attribution positively impacted growth rates but not initial achievements.

  • Attribution to external factors negatively influenced academic outcomes.

Discussion and Conclusions

• Confirmed Educational Expectations as a significant predictor for academic achievement and growth rates.

• Reinforced expectancy-value theory, highlighting importance of educational expectations in long-term academic growth.

• Noted cultural differences in attributing success: Taiwanese students emphasize effort over ability compared to American students.

• Recommendations:

  • Educators should promote high educational expectations among students.

  • Encourage students to link success with personal effort rather than external factors.

References

• Comprehensive list of studies mentioned throughout the research supporting findings and framing the theoretical context.