This study examined how parents’ educational level, gender, ChatGPT usage, and year level relate to academic performance (AP) and academic self-concept (ASC) among 563 undergraduates from Chinese Traditional (10.8%), Wenzhou-Kean (63.9%), and Kean Universities (25.2%). A comparative quantitative design was applied, and data were analyzed using descriptive statistics, two-way multivariate analysis of variance (MANOVA), and univariate analysis of variance (ANOVA). Results indicated that parents’ educational attainment was a significant predictor of ASC but not of AP. Continuing-generation students whose parents held a college degree reported higher ASC scores than first-generation students, suggesting that family educational background contributes strongly to students’ academic self-beliefs. Gender and the interaction between gender and parents’ education were nonsignificant for both AP and ASC. Findings also revealed that frequency of ChatGPT use was a significant predictor of AP. Students with higher usage achieved significantly better performance than peers with rarely or no usage. However, ChatGPT use did not significantly affect ASC, indicating that while technology engagement may enhance academic outcomes, it does not necessarily shape self-perceptions. Year level did not significantly influence AP or ASC, and interaction effects were minimal. Taken together, these findings highlight distinct but complementary influences on student learning. Family background, through parents’ education, appears linked to students’ self-concept, whereas technology engagement, through ChatGPT use, relates more directly to performance. Together, these results underscore the multifaceted nature of academic achievement and the need to consider both sociocultural and technological factors in fostering student success.

Authors:
Leah Li Echiverri, Wenzhou Kean University, China
Ruiqi Huang, Wenzhou Kean University, China
Yiyao Huang, Wenzhou Kean University, China

About the Presenter(s)
Dr. Leah Li V. Echiverri is the Coordinator of the General Education Program at Wenzhou–Kean University and a faculty member teaching Research Methodology, Critical Thinking, and College Success. Her scholarly interests center on curriculum and instructional design, outcomes-based education, the development of critical thinking, student success, and culturally responsive teaching in higher education.

Her current research focuses on evaluating and redesigning General Education curricula to align learning outcomes with assessment practices and student competencies. She is actively engaged in outcomes-based General Education reform, examining the effectiveness of interdisciplinary learning models and the integration of technology to enhance student engagement and academic performance. Dr. Echiverri’s work also explores instructional strategies that support diverse learners and promote meaningful, transferable learning. Through her research and academic leadership, she aims to strengthen curriculum coherence, enhance teaching practices, and promote student-centered learning in international and multicultural university settings.

Connect on ResearchGate
https://www.researchgate.net/profile/Leah_Echiverri/research

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