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Middle School Students’ Chinese Academic Self-concept and the Relationships on Chinese Academic Self-concept and Chinese Academic Achievement

Author: LiLei
Tutor: GuoCheng
School: Southwestern University
Course: Developmental and Educational Psychology
Keywords: High school students Language Academic Self Feature Language scores
CLC: G633.3
Type: Master's thesis
Year: 2010
Downloads: 108
Quote: 0
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Abstract


Since the self-learning industry self-concept, academic self multidimensional hierarchical structure model has also gradually by the research community agree that the research point of view has been gradually steering disciplinary academic self this more micro level, especially self-discipline-specific academic The research has attracted increasing attention. Language as a particularly important basic and instrumental disciplines in the field of primary and secondary education in China has been one of the core curriculum of school education, however, about the high school students language academic self did cause enough attention. The so-called language the academic self refers to the students in the language learning process formed relatively stable in various aspects of their own language academic knowledge, experience and evaluation, including language learning ability, language learning, achievement, language learning, emotional and language learning behavior. In this study, starting from the language subjects academic self concept, based on existing research, integrated use of literature analysis, survey research methods, preliminary construction of high school students the structural dimension of language academic self, the preparation of high school students language the academic self measurement tools to explore the characteristics of the development of the middle school students language academic self and language studies further investigated the relationship between self and language scores. Through this study, the following conclusions: school students language academic self, including two second-order factor 7 multi-dimensional hierarchical structure of the first-order factor. The two second-order factor of general academic language the Self and language special areas of academic self. Which language the general academic self includes self-language academic achievement the language academic ability self, the language academic behavior and language studies emotional self four dimensions, the language special areas of academic self including reading, writing self and oral communication to the three dimensions of the self; 2 self high school students language academic self questionnaire has good reliability and validity of indicators can be used as the evaluation of secondary school students the language academic self development tools; school students language academic self at a medium level of development in general. Its development is influenced by many factors, the performance of a certain gender, and learn your grade and school type differences. Differences in gender and school type girls significantly higher than boys, the focus of the school's students is higher than the general school students; not classmates segment of middle school students their language academic self-level difference is significant, junior high school students was significantly higher than the high school students; 4 Middle School Students' Chinese academic self language academic significant positive correlation. Language general academic self strongest language scores predicted.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language
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