A
Alexander Seeshing Yeung
Researcher at Australian Catholic University
Publications - 191
Citations - 6197
Alexander Seeshing Yeung is an academic researcher from Australian Catholic University. The author has contributed to research in topics: Academic achievement & Competence (human resources). The author has an hindex of 35, co-authored 183 publications receiving 5565 citations. Previous affiliations of Alexander Seeshing Yeung include University of Western Sydney & Nanyang Technological University.
Papers
More filters
Journal ArticleDOI
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data.
TL;DR: In this article, the structural equation models (SEMs) were used to evaluate the effects of prior academic self-concept on subsequent achievement after controlling for the effect of prior achievement.
Journal ArticleDOI
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs:
TL;DR: This paper found that there were significant positive paths from math self-concept to subsequent math outcomes but not to subsequent English outcomes, and that girls had higher scores for all English constructs and math school grades, but they had lower math selfconcepts.
Journal ArticleDOI
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations
TL;DR: Byrne (1984) established guidelines for evaluating the causal ordering of academic self-concept and achievement, applying these in her pioneering 1986 study as mentioned in this paper. But with the hindsight of 15 years' experience, we now recognize issues in her original study that precluded any completely satisfactory conclusions.
Journal ArticleDOI
Coursework Selection: Relations to Academic Self-Concept and Achievement
TL;DR: In this article, structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N = 246), and the major results were consistent across Years 8 and 10 and reasonably consistent across nine school subjects.
Journal ArticleDOI
Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes
TL;DR: It is argued that the efficiency of instruction depends on the extent to which it imposes an extraneous cognitive load, which may facilitate performance or interfere with performance either through split-attention or redundancy effects, depending on learners' expertise.