农村中学生学业自我概念对学习投入影响的研究  

A Study of the Influence of Rural Middle School Students' Academic Self-concept on Learning Input

作　　者：梁好翠[1] 刘阳[2] 黄乃佳[3] 

机构地区：[1]钦州学院理学院,广西钦州535011 [2]钦州学院教育学院,广西钦州535011 [3]钦州学院人文学院,广西钦州535011

出　　处：《钦州学院学报》2017年第5期40-45,共6页Journal of Qinzhou University

基　　金：教育部人文社会科学研究规划基金项目:民族地区农村中小学生学业自我概念及其发展研究(15YJA880035)

摘　　要：采用测量调查法,选取广西壮族自治区钦州市、河池市等地市农村乡镇中学的621名学生作为研究对象,对农村中学生学业自我概念对学习投入影响进行研究。结果表明:农村中学生学业自我概念与学生学习投入之间的相关性达到显著的统计学意义(r=0.525,P<0.01)程度。不同学业自我概念水平学生的学习投入存在显著的差异(P<0.01)。中学生学业自我概念及其三个分量(即语文自我概念、数学自我概念和学校一般自我)对学生学习投入产生重要的影响,三个分量对学生学习投入的影响大致相同。农村中学生学业自我概念对学生学习投入具有很好的预测性,可以解释学生学习投入27.6%的变异。In this study, 621 rural middle school students in Qinzhou, Hechi and other areas of Guangxi were chosen by clus- ter sampling to conduct the research of the influence of rural middle school students＇ academic self-concept on their learning input by survey questionnaire and statistic analysis. Research results show that： there was a significant positive correlation（P〈0.01 ） between the rural middle school students＇ academic self-concept and their learning involvement. There is a great difference in the students＇ learning involvement with different academic self-concept levels（P〈0.01 ）. Middle school students＇ academic self-con- cept, which includes Chinese self-concept , mathematics self-concept and school general self-concept, has great influence on their learning input（P〈0.01 ）. Rural middle school students＇ academic self-concept has a good predictability to the students＇ learning input, which gives explanation to the 27.6% differences of students＇ learning input.

关 键 词：农村中学生 学业自我概念 学习投入 

分 类 号：X502[环境科学与工程—环境工程]