Research On High School Science Gifted Students' Academic Self-concept Characteristics And Influencing Factors

School life is the main body of students'life, the core mission of the schoolteaching. In school, academic performance is an important assessment of indicators ofstudent development and growth, become the focus of schools, families and students,academic-self which is associated with inner experience and academic become aresearch focus. Selected in the home-school placed great hopes, the dual recognitionof the science funded gifted students as the object of study, preparation of the footholdin the local culture of the general academic self-concept scale systematic research onmiddle school for high school science funded gifted students of academic self-conceptcharacteristics and influence factors teaching practice and the Chinese familyeducation have important theoretical and practical significance.Interviews and questionnaire studies of gifted students in high school scienceself-concept characteristics and its influencing factors. First of all, throughopen-ended survey questionnaires, and based on international and domestic scalepreparation of high school students in general academic self-concept scale,exploratory factor analysis of academic emotions, academic behavior, academicability and academic achievement of four factors. Second, the use of general academicself-concept scale, parenting styles Evaluation Scale (EMBU) and the Mental HealthDiagnostic Test (MHT), Jilin, Heilongjiang Province, high school students as asample, the science of gifted students and ordinary students contrast, explore thescience of gifted students in general academic self-concept characteristics and family,mental quality of academic self-concept. Finally, correlation analysis and multipleregression analysis to explore the academic self-concept, family upbringing andpsychological quality mutual relations.The purpose of the study was to find the uniqueness and universality of ScienceGifted Students' academic self-concept characteristics, and to find family rearingpattern and the psychological quality two factors influences on academic self-concept expectat to provide inspirations for gifted children education in China, and to explorethe law of sustainable development of gifted children .Finally,serve for thedevelopment of normal students.The results show that:1. A study prepared high school students in general academic self-concept scalereliability and validity of the basic test requirements prepared by the general academicself-concept with academic ability, academic emotions, academic behavior andacademic achievement four factors.2. Science gifted students academic self-concept level is not high, basically in themiddle level, support the "big-fish-small-pond" effect. Gender considerations sciencegifted students academic self-concept level of impact is not obvious.Science gifted students and ordinary students in general academic self-concept,science gifted students have higher levels of academic self-concept, and prefer tolearn, invest more, ability and learning behavior more active.3. Science gifted students and ordinary students maternal parenting style was nosignificant difference, but the father parenting on gifted students in science moreobvious. Science gifted students and ordinary students, science gifted students ingeneral the concept of self-studies and parental rearing positive relationship, the roleof parenting the way bigger than the role of parenting the way of ordinary students.4. Through parental rearing pattern clustering analysis, there are three kinds offamily rearing types: the first is the Democratic parenting type, the second is tocontrol the parenting styles, the third is a severe type of parenting styles. Three typesof parenting styles on students' academic self-concept have significant effect ingeneral. Whether science gifted group or an ordinary student group, control ofparental rearing style had the best effect, severe type of parenting role as the worst,democratic ranging between two.5. The four dimensions of the psychological quality of the science of giftedstudents, their academic self-concept have a larger impact, but the science giftedstudents academic self-concept is relatively stable, only the physical symptoms worse substantial impact. Ordinary psychological quality of academic self-conceptdimensions, but had a significant impact.