The Investigation Of The Development Of The Middle School Students' Academic Self And The Relationships On The Academic Self And The Personality, Academic Achievement

Since seventies in 20th century, academic self has caused the abroad attentions of the psychologists and educationalists and will be the hot issue in the filed of personality psychology and educational psychology. It has been an important field of the psychology research. Many studies have been found that there is a tightness relationship between one's academic self and his academic achievement, and also found that academic self can play an important part in one's healthiness of his personality. So it is also one of the standards of the education success that the student who in possession of the high level of the academic self development. But up to now, we think that the researchers haven't studied the development of the middle school students' academic self in system and in-depth, especially we hardly find the research of the relationship between the development of the academic self and the healthiness of the personality. Our studies can be regard as an attempt to discuss the relationship between the development of the academic self and the healthiness of the personality, and also be regard as a further deepen and supplement to the research of the theory of academic self in our country and the healthiness of the personality.Based on the domestic and international existed studies, by using ways of the literature analysis and the inventory survey mainly to research the contents as follows.Fist, it is the demonstration research of the middle school student's academic self development. This part can be divided into three 'small parts: fist, to revising the questionnaire of the academic self that the Prof.Cheng Guo developed, it is the foundation of the whole studies; Second, the longitudinal study on the development of the middle school student's academic self, its purpose is to look into the trend and characteristic of the development of the middle school student's academic self in longitudinal; third, the comparison study on the development of the different national middle school student's academic self, its purpose-is to discuss the development characteristics and the differences in sex,grade and so on of the different national middle school student's academic self.Second, it is the relationships on the academic self and the personality, academic achievement of the middle school students. This part can be divided into four small parts: fist, the relationship on the academic self and academic achievement of the middle school students. Second, the relationship on the academic self and personality of the middle school students. Third, the relationship on the personality and academic achievement of the middle school students. Fourth, the relationships on the academic self and the personality, academic achievement of the middle school students.Totally, this study gets the following conclusions:1. The revised academic self questionnaire for middle school students is tested to be reliable and valid to be applicable to measure.2.(1) From the angle of the longitudinal study, the score of the middle school students' academic self and its all factors falls in vary degrees in nearly half years. (2) There is extremely significant difference in the average score of the development of the middle school students' academic self and its all factors (except the factor of perception of academic ability) among the three measures. And these differences take on that the development of the middle school students' academic self and its all factors has some extent changes. (3) There is extremely significant sex difference only in the development of the perception of academic ability whether in the crossing study or in the longitudinal study, boys are much better than girls. And there is not extremely significant grade difference in the development of the middle school students' academic self and its all factors. (4) The development of the middle school student's academic self has a high stability in recently half years.3. (1) Four nationalities middle school students' development level of academic self is in the little higher than the middle level. And the factors' development levels ofacademic self take on the same trend------the development level of value of academicachievement factor is the highest, the development level of experience of academic emotion factor takes the second place, the development levels of perception of academic ability and self-control of academic behavior are relatively lower. (2) There is extremely significant nationality difference in the development of the four nationalities middle school students' academic self, which, as a whole, the Han nationality development level of academic self is the highest. (3) There is extremely significant sex difference in the development of the Dong nationality middle school students' general academic self, which takes on boys are much better than girls. (4) There is not extremely significant grade difference in the development of the four nationalities middle school students' general academic self. (5) There is extremely significant city-country difference in the development of the Tu and Dong nationality middle school students' general academic self, and there is edge significant city-country difference in the development of the Miao and Han nationalities, and they all take on the countries students are better than the cities.4. There is distinct significant positive correlation between middle school students' academic self with its all factors and their academic achievement. Through the way of the cross-lagged regression analyses, this study finds that the pre-measured academic achievement of the senior high school students can predictive their academic self that measured after three months, while their pre-measured academic self also can predictive their academic achievement that measured after three months, but the junior high school students can't predictive both of them. Seen from the factors of the academic self, the pre-measured academic achievement of junior and senior high school students can't predictive their perception of academic ability that measured after three months and the pre-measured perception of academic ability of senior high school students can predictive their academic achievement that measured after three months, but the junior high school students can't do. In addition, the pre-measured experience of academic emotion,self-control of academic behavior and value of academic achievement of junior and senior high school students can't predictive their academic achievement that measured after three months; the pre-measured academic achievement of senior high school students can predictive their experience of academic emotion,self-control of academic behavior and value of academic achievement that all measured after three months, but the junior high school students can't do all.5. (1) There are extremely significant positive correlations between middle school students' academic self with its all factors and their personality traits which are extraversion,agreeableness,conscientiousness and openness, and there is extremely significant negative correlation between perception of academic ability and neuroticism, and value of academic achievement has extremely significant positive correlation with neuroticism. (2) The scores of academic self with its all factors of the middle school students with high levels of extraversion,agreeableness,conscientiousness and openness are extremely significant higher the students with low levels, while in the factor of value of academic achievement, the score of the students with high level neuroticism is significant higher the students with low levels, and in the factor of perception of academic ability , the score of the students with low levels is brim higher the students with high levels. (3) The testee with different academic self development levels have extremely significant differences on the scores of the extraversion,agreeableness,conscientiousness and openness, as a whole, the students with high level of academic self have the characters of the high extraversion,high agreeableness,low neuroticism,high conscientiousness,high openness. (4) The middle school students' personality traits have significantly predictive effects on their development of academic self, such as the personality traits of conscientiousness,agreeableness and openness can help to one's development of academic self, but the personality trait of neuroticism can block it.6. (1) There are extremely significant positive correlations between middle school students' academic achievement and their personality traits which are agreeableness,conscientiousness and openness, and the traits of openness and agreeableness can effective predictive their academic achievements. (2) The testee with different academic achievement levels have significant or brim differences on the scores of the agreeableness,conscientiousness and openness, and the students with the high level academic achievement are higher than the middle group and the low group. (3) There are certain extent grade differences on the relations between students' personality traits and their academic achievement. The differences are that the junior high school students' personality traits which the agreeableness,conscientiousness and openness have extremely significant positive correlations with their academic achievement, and their trait of neuroticism has extremely significant negative correlation with their academic achievement, however, for the senior high school students, only their trait of conscientiousness has extremely significant positive correlation with their academic achievement.7. (1) The middle school students' academic self plays meditation effect between their personality traits(agreeableness,conscientiousness,openness) and their academic achievement, and it plays completely meditation effect between the traits of agreeableness,openness and the academic achievement, plays partly meditation effect between the trait of conscientiousness and the academic achievement. (2) The middle school students' academic achievement plays partly meditation effect between their personality traits(agreeableness,conscientiousness,openness) and their academic self.