The Revision Of Disciplinary Academic Self For Adolescents And Its Norm In Southwest China

Since the self-concept be divided into the academic self-concept and the nonacademic self-concept by Shavelson(1976),the research of academic self-concept has been an important field of the psychology. Adolescent Disciplinary academic self is part of academic self from the point of certain subject's content,discussing academic self's structure and development characteristic with the combination of different subjects' traits and quality. As far as we concerned, the study of structure and scales about disciplinary academic self attached academic self study. what's more, little research related Disciplinary academic self suited to our country education reality.In order to solve the problems mentioned above,based on the researches home and abroad, our research studies on the disciplinary academic self of adolescents preliminarily by using literature analysis, interviewmethods, the inventory survey methods, variance analysis, factor analysis and so on.Our research mainly includes some parts as follows: First,to revising the scales of the general Disciplinary academic self and the Specific Subject academic self that the Prof.Guo cheng(2006) developed; And then exploring the developmental characteristics of Disciplinary academic self of adolescents on the foundation of the above research; finally we build a norm of grade and sex for adolescents' Disciplinary academic self-concept in Southwest China.Totally, this study gets the conclusions as following:1. Adolescent Disciplinary academic self includes general disciplinary academic self and the Specific Subject academic self. general disciplinary academic self comprises three dimensions of liberal academic self, scientific academic self and the artistic academic self; the Specific Subject academic self includes twelve subjects primary factors and three secondary factors(liberal academic self, scientific academic self and the artistic academic self). 2. The Scale of the general Disciplinary academic self and the Specific Subject academic self of adolescents all have fine reliability and validity.3. China adolescents' development level of general Disciplinary academic self and the Specific Subject academic self are in the middle. The development of liberal academic self and scientific academic self in the general Disciplinary academic self are relatively higher than artistic academic self; the development of Some subjectes in the Specific Subject academic self are lowest.4. The development of general Disciplinary academic self has not significant in difference of sex, while significant in the difference of liberal academic self, scientific academic self and the artistic academic self. In terms of scientific academic self, boys are much better than girls; in terms of liberal and artistic academic self, girls are far better than boys. There is significant sex difference in the development of Specific Subject academic self, boys are better than girls.5. There is extremely significant grade difference in the development of Disciplinary academic self. The development trend shows a linear descending from the first year in junior high school to the third year in the senior high school.6. The development of general Disciplinary academic self has significant different between school types and subject types.7. We are marking an elementary grade and sex norm of the Specific Subject academic self for adolescents in the Southwest China.