Academic Performance and Self-Concept Across Generations: Effects of Parents’ Education, Gender, Year Level, and ChatGPT Use

Author Information

Leah Li V. Echiverri, Wenzhou Kean University, China
Ruiqi Huang, Wenzhou Kean University, China
Yiyao Huang, Wenzhou Kean University, China

Abstract

This study examined the relationships among parents’ educational attainment, gender, ChatGPT use, year level, academic performance (AP), and academic self-concept (ASC) among 563 undergraduates from Chinese Traditional University (10.8%), Wenzhou-Kean University (63.9%), and Kean University (25.2%). A comparative quantitative design was employed, and data were analyzed using descriptive statistics, two-way multivariate analysis of variance (MANOVA), and follow-up univariate ANOVAs. Results indicated that parents’ educational attainment significantly predicted ASC but not AP. Continuing-generation students (i.e., those with at least one parent holding a college degree) reported higher academic self-concept than first-generation students (i.e., those whose parents did not complete a college degree), suggesting that parental education is associated with differences in academic self-beliefs. Gender and the Gender × Parents’ Education interaction were not significant predictors of either academic outcome. ChatGPT usage frequency significantly predicted AP, with more frequent users demonstrating higher performance, but did not significantly predict ASC. Although year level showed no significant main effects on AP, a significant interaction emerged between ChatGPT usage × year level for AP: the positive association between ChatGPT use and performance was stronger among upper-year level students than freshmen. Year level was significantly associated with ASC, with seniors reporting higher self-concept than juniors. Overall, familial background was more closely linked to academic self-concept, whereas technology engagement—particularly in interaction with year classification—was associated with performance outcomes. These results underscore the multifaceted nature of student success and highlight the importance of considering both sociocultural and technological factors in higher education.

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