The Self-identity Of Senior High Students And The Influence Route From Self-identity To Academic

During the past forty years,the influence of self-identity on the youths has been focused on by many researchers. The study of self-identity is attached more and more importance at home and abroad. In-country study focus on modifying the questionnare, influence factors and the relations among self-identity and other sides of mind.The study of self-identity is helpful to taking care of the relations of youths and society, explaining learning and psychological problems during their development from the angle of subject self. But so far researchers have paid little attention on the relation between self identity and academic performance. The research makes an attempt at this field.This research includes two parts. First, we have a discription of senior high students'self -identity and explore the difference of self -identity at different gengers, grades, school types and acahdemic performance. The subjects are the senior high school students of three grades in Provincial Middle School, Ordinary Middle School and Vacational Middle School, The total of valid subjects is 680.The measuring instrument we have used is self-identity status questionnnare which modified by zhang Risheng in 1989. The analysis methods are variance analysis and Chi-Square test etc.Second,we expore the influence route from self-identity to academic performance. At the base of measuring self-identity in study1, we measure the students'learning strategy, self efficacy and academic motivation through students'learning strategy questionnnare, self-efficacy questionnnare and academic motivation questionnnare at the same time with measuring self-identity status in Study1. We have used analysis methods of correlation analysis, regression analysis and structural equation model etc.The research shows:1. The distributions of self-identity status of senior high school students is not in balance. The characteristic of the proportion is big in the middle and small at both ends.The proportionof A-F Status and D-M Status is 67%, the proportion of A status and M status is 11%, the proportion of F status and D status is 21% .2.There is significant difference at the three dimensions of self -identity among three different types of senior high school.The students of Provincial Middle School have stronger psychological disposition than those of Ordinary Middle School and Vacational Middle School, there is no significant difference between Ordinary Middle School and Vacational Middle School at two dimensions of"self-investment now"and"the aspirations of future self-input"; The students of Provincial Middle School have stronger psychological experience than those of Ordinary Middle School, the students of Ordinary Middle School have stronger psychological experience than those of Vacational Middle School at the dimensions of"the cricis of past", there is no significant difference between Provincial Middle School and Vacational Middle School. There is no significant difference at the three dimensions of self-identity among grades.3.There is no significant difference at the two dimensions of"the self-investment now"and"the cricis of past", but there is significant difference at the one dimension of"the commitment for the future"between male and female students.Female students have stronger psychological disposition than male students at"the commitment for the future".4.There is significant difference at the three dimensions of self-identity among different academic performance. At the one dimension of"the self-investment now",the students which hold middle-level academic performance have stronger psychological disposition than those of the students which hold bad academic,the students which hold good academic performance have stronger psychological disposition than those of bad-performance students;there is no significant difference between good-academic performance students and middle-academic pergormance students. There is no significant difference at the two dimensions of"the aspirations of future self-input"and"the cricis of past"and distributions of self-identity among them.5.There is significant correlation among three dimensions of self-identity and learning strategy, academic motivation, inner academic motivation, self-efficacy and acadamic performance.There is no correlation between"the cricis of past"and outer academic motivation,"the aspirations of future self-input"and outer academic motivation;there is negative significant correlation between"the self-investment now"and outer academic motivation.6.One dimension of self -identity ,"the self-investment now"has positive predication to learning strategy, academic motivation, inner academic motivation and self-efficacy; ,"the self-investment now"has negative predication to outer academic motivation."the cricis of the past"has positive predication to learning strategy, academic motivation;"the cricis of past"has significant positive predication to inner academic motivation.7.Senior high school students'self-identity doesn't have significant direct influence on their academic performance. It has indiret influence on academic performance through learning strategy and self- efficacy and academic motivation .The influnce routes are: Self–identity influnce academic motivation through learning strategy; Self–identity influnce academic motivation through self-efficacy; Self–identity influnce academic motivation through inner academic motivation.