中学生自我概念的特点及其与学业成绩的关系  

Research on the characteristics of Middle School Students' Self-Concept and the Relationship between Self-Concept and Academic Achievement

作　　者：姚计海[1] 屈智勇[1] 井卫英[1] 

机构地区：[1]北京师范大学发展心理研究所,100875

出　　处：《心理发展与教育》2001年第4期57-64,共8页Psychological Development and Education

摘　　要：本研究采用问卷法 ,针对随机取样的 4 2 8名中学生 ,考察了自我概念的年级与性别特点及其与学业成绩的关系。结果表明 :(1)在自我概念总量表和分量表上 ,中学生存在显著的年级和性别差异 ;(2 )在自我概念子量表上 ,年级和性别的交互作用显著 ;(3)在言语自我、数学自我、一般学校、体能自我、父母关系、诚实可信、一般自我等子量表 ,以及学业、非学业分量表和总量表上 ,不同学业水平的学生有显著差异 ;(4)除体能自我、与异性关系和与同性关系子量表外 ,学业成绩与自我概念有显著正相关 ,而且学业成绩对自我概念有显著预测性 ,一般学校自我对学业成绩有显著的预测性。With the participation of 428 middle school students, this study explored the characteristics of middle school students' self-concept and the relationship between self-concept and academic achievement. The results are the followings: (1) On the general scale and 2 subscales of self-concept, the differences of sex and grade are significant, but no significant interaction. (2) There're significant interaction of grade and sex on the general school self-concept. (3) On the dimension of verbal, math, general school, physical abilities, parental relations, Honesty-trust worthiness, General self and 2 subscales and general scale, the students with different levels of academic achievement have different self-concepts. (4) There're significant positive correlations between students' academic achievement and their self-concepts. Meanwhile, general school self predicted total academic score more than others.

关 键 词：学业成绩 自我概念 中学生 体能 学校 年级 父母关系 量表 性别特点 学业水平 

分 类 号：B844[哲学宗教—发展与教育心理学] G442[哲学宗教—心理学]