大学新生学业自我概念与学业行为的关系探析  

An Exploration of the Relationship between Academic Self-concept and Academic Behavior ofCollege Freshmen

作　　者：陈嘉欣 CHEN Jia-xin(School of Marxism,NingboTech University,Ningbo,Zhejiang 315100,China)

机构地区：[1]浙大宁波理工学院马克思主义学院,浙江宁波315100

出　　处：《教育教学论坛》2021年第1期37-45,共9页Education And Teaching Forum

基　　金：2017年度浙大宁波理工学院校级课题“大学生学业自我和学业行为的动态反馈回路探析”(1142557G1801)。

摘　　要：目的:针对当代大学生群体不断发展的学业自我概念与相应学业行为之间存在的落差和不一致性,探究其可能的心理机制。方法:采用基本认知图式(调查一)和行为测量(调查二)分析了574名大学新生学业自我概念与学业行为间的关系。结果:学业自我发展水平高的个体对学业自我概念的重要性和规范性有更多的认知,同时表现出行为上的增强。但这种影响在学业自我概念的分维度间表现出不对称性,行为自控和成就价值对学业自我表征结构,以及学业任务完成有更好的预测力,学业能力知觉和情感体验则能更好地预测学业拓展活动。结论:学业动机应是学业自我概念的不同维度和相应学业实践匹配的突显特征,教育实践活动应更有针对性地实现对积极学业行为的助推。Objective:Investigating the possible psychological mechanism of the gap between contemporary college students'academic self-concept and corresponding academic behavior.Methods:Basic cognitive schema(survey 1)and behavior measurement(survey 2)were conducted respectively among 574 college freshmen.Results:Individuals with a high level of academic self-concept(vs.low level)were more aware of the importance and disciplining function of academic self-concept and performed better in behavioral practice.However,this predictive effect showed asymmetry in different dimensions of academic self-concept.Self-control of academic behavior and value of academic achievement had better predictive power for the representation structure of academic self-concept,as well as the academic task performance.While perception of academic ability and experience in academic emotion could better predict extracurricular activity engagement.Conclusion:Academic motivation should be considered as an emergent feature of the different dimensions of academic self-concept and the corresponding academic practice.Educational practice should be more targeted to boost positive academic behavior.

关 键 词：大学生 学业自我概念 学业表征 学业行为 

分 类 号：G642.0[文化科学—高等教育学]