Research On The Relationship Between Gender Role,Academic Self-concept And Academic Achievement Of Junior School Students

In contemporary society,there is a rigid view of gender roles,which restricts the behavior patterns of men and women and affects the growth and development of social members.Such negative gender stereotypes exist in both the research and practice fields of education.Students who believe that "boys are good at math and science,and girls are good at English" often have negative academic self-concept,thus affecting their academic performance and even further exploration of their own possibility.With the promotion of quality education and intersex education,it is more and more important to put people oriented,respect individual differences as the basis,and promote the overall development of students.Deepening the research on the differences between different gender roles in studies can help educators better teach students in accordance with their aptitude.Previous studies have shown that students’ academic self-concept is highly correlated with their academic performance,and the introduction of gender role dimension into the study of their relationship will provide different perspectives.Junior middle school is a period of soaring self-consciousness of teenagers and children,and also an important period of continuous development of gender roles and academic self-concept.Exploring the development characteristics of this period will promote the sound development of students’ body,mind and study.Using BSRI(Bem sex role inventory)and academic self-concept questionnaire of SDQ Ⅱ(Self-Description Questionnaies Ⅱ)as tools to investigate students’ gender role types and academic self-concept,this study measured 381 students in nine classes of grade 7,8 and 9 of a middle school in Langzhong city,Sichuan province.By the analysis of the statistics obtained,the study drew some conclusions as follows:(1)Among junior high school students,androgynous students account for the largest proportion,more than half,followed by masculine,undifferentiated and feminine students.(2)The development of junior high school students’ gender roles is affected by gender factors,and there are differences between males and females.However,the development of gender roles is not constant,changing with the influence of grade factors.(3)There is no gender difference in junior high school students’ academic self-concept,but there is gender difference in the two dimensions of academic self-concept: verbalself-concept and mathematical self-concept.Specifically,female verbal self-concept is better than male verbal self-concept,and male mathematical self-concept is better than female mathematical self-concept.(4)Junior high school students of different grades have different academic self-concept.The seventh grade students have the most positive academic self-concept,while the eighth and ninth grade students are relatively poor.(5)Junior high school students with different gender roles have different academic self-concepts,among which the students with bisexual gender roles have the most positive academic self-concepts.(6)There was a significant correlation between junior high school students’ academic self-concept and their academic performance.Academic self-concept had a certain predictive effect on their academic performance.Junior high school students with positive academic self-concept had better academic achievement,while junior high school students with negative academic self-concept had worse academic achievement.(7)Academic self-concept plays a completely mediating role between gender roles and academic achievement.