Education Journal



學業自我概念:結構、機制及與學習成績的關係

1997.第25卷第1期(Vol. 25 No. 1).pp. 63–79

 

學業自我概念:結構、機制及與學習成績的關係

Academic Self-Concept: Its Structure, Mechanism and Relation to Academic Achievement

李曉東(Xiaodong LI)

摘要

本文對以Shavelson等人(1976)的自我概念模式為主要依據的學業自我概念研究做了較為系統的回顧。目前,普遍認為學業自我概念是一個多維度的等級結構,參照系在學業自我概念形成過程中起著重要作用。學習成績與學業自我概念的相關較大,與一般的自我概念的相關較小,與非學業自我概念幾乎不相關。學習成績與學業自我概念的因果順序難以確定。本文以這些研究結果為依據,對學業自我概念研究的實踐意義進行了探討,並提出了在中國開展學業自我概念研究的幾點建議。

Abstract

This paper reviews academic self-concept research based on Shavelson et al.'s model. Generally, researchers agree that academic self-concept is a multidimensional and hierachical structure. The frame of reference plays an important role in the formation of academic self-concept. Academic achievement is substantially correlated with academic self-concept, less correlated with general self-concept, and almost not correlated with non-academic self-concept. The causal relationship between acade- mic achievement and academic self-concept is not clear. The author explores the implications of the general findings of academic self-concept for educational practice and gives some suggestions for developing academic self-concept research in China.