摘要
研究采用问卷调查法,对安徽省某重点中学225名初一学生进行调查,旨在考察学绩稳定性(academic stability,AS)对自我概念的影响。结果显示,一般价值感、理科自我概念、艺术自我概念和学业自我概念与AS相关显著。高AS学生理科自我概念和一般自我价值感高于低AS学生,中等AS学生理科自我概念显著高于低AS学生,高AS学生艺术自我概念则显著低于低AS学生,中等AS与低AS差异不显著。另外高和中等AS学生家庭自我概念显著高于低AS学生,而高AS和中等AS的家庭自我概念差异不显著。表明初一学生学绩稳定性选择性地影响自我概念。
The data was collected one key junior middle school in Anhui province and 225 students’ academic stability and self-concept were measured and analyzed.We found that Male self-concept of science and the general feeling of self-worth was significantly higher than that of girls,these students with high academic stability,whose science self-concept and general self-worth feeling was significantly higher than students with low stability.These students with high and middle academic stability,their science self-concept was significantly higher than low-stability students.The art self-concept,high stability students was significantly lower than low stability students,middle stability and low stability students have no significant differences,these indicated that academic stability influenced self-concept selectively.
出处
《心智与计算》
2010年第3期210-215,共6页
Mind and Computation
关键词
初中生
学绩稳定性
自我概念
学业自我概念
学业成绩
junior middle school students
academic stability
self-concept
academic self-concept
academic achievement
