A Latent Grow th Model Analysis on the Effect of Teacher Enthusiasm on Academic Self-Concept Mediated by Achievement Pressure

Abstract

Purpose: The purpose of this study was to analyze the longitudinaleffect of teacher's enthusiasmon academic self-concept through achievement pressure using a latent growth model. Methods: The data from 5,537 students who completed the responses in all years from the 3rd to7th (2015 to 2019) data of the Korean Education Longitudinal Study2013 was analyzed. A latentgrowth model was then applied using SPSS 26 and AMOS 23. Results: First, teacher enthusiasm, achievement pressure, and academic self-concept tended to decreaseover time. Second, the initial value of teacher fever had a positive effect on the initial value of academicself-concept, and the initial value of achievement pressure had a negative effect on the initial valueof academic self-concept. Third, the initial value of teacher enthusiasm had a positive effect on therate of change of academic self-concept, and the initial value of achievement pressure had a negativeeffect on the rate of change of academic self-concept. Fourth, it was found that the rate of changeof teacher enthusiasm and achievement pressure had a positive effect on the rate of change of academicself-concept. Fifth, a significant mediating effect was found in the paths of 'initial value of teacherenthusiasm - initial value of achievement pressure - initial value of academic self-concept' and 'initialvalue of teacher enthusiasm - change rate of achievement pressure the change rate of academic-self-concept'. Conclusion: The results of the study indicated the importance of teacher enthusiasm and achievementpressure on students' academic self-concept. Based on the results, policy implications for improvingteacher enthusiasm and achievement pressure were suggested.