The purpose of the present study is to investigate the relationship between learning attitude, academic performance, and developmental changes in economically disadvantaged students. Using a longitudinal approach, panel sample data were collected from 1,265 financially disadvantaged students within the Taiwan Database of Children and Youth in Poverty (TDCYP) in three waves: 2009, 2011, and 2013. Data analysis was performed using the autoregressive cross-lagged model (ARCL) and the latent growth curve model (LGCM). Results are as follows: 1) In the ARCL model, there was mutually influential relationship between learning attitude and academic performance. 2) The initial state of learning attitude could forecast the growth rate of learning attitude for economically disadvantaged students. 3) There was a causal relationship between learning attitude and the effects of academic performance. The initial state and growth rate of learning attitude exerted significantly positive effects on the initial state and growth rate of academic performance. The study provides suggestions based on the results.
Keywords: academic performance, economically disadvantaged, learning attitude, longitudinal study