The Features Of Junior's Academic Self And Its Influence To Individual Reaction

As the force at the core of personality, self constitutes mentality, regulating and restricting individual behavior, physical and psychological development and interpersonal relations. A survey of documents from home and abroad shows that the study of self consists of two aspects: self-concept and self-motivation. On the basis of the survey, this paper probes into the academic self of junior high school students, by studying their academic self-concept and the characteristics of self-motivation and analyzing the corresponding effects in individual cases.This paper consists of three parts:In Part 1, a recompilation of academic self-concept scale is made on the basis of the SDQ II by conducting a questionnaire survey from 627 students from grade 6 to 8 from the Affiliated 71 Second School of Tongji University in Shanghai, followed by an analysis of the factors related with reliability and validity testing, and the indicators have reached the surveying requirements.Part 2 provides an analysis of the characteristics of the development of the academic self-concept of the junior high school students and its relationship with their study achievements. A comparison with the previous studies is made, and something new is added to the theory in this field.Part 3, The subject(N = 192) are selected by the level of academic self-concept, we choose 25% junior school students in the first and 25% behind, study the characteristics of self-enhancement and self- verification and the impact of academic self-concept, self-enhancement ,self- verification in individual response.Here are the main conclusions:(1) From grade 6-8, the trend of the development of individual academic self-concept is inverted V-type, in terms of gender differences, the academic self-concept of girls is significantly higher than that of boys, and such differences are also found between students in grade six and eight.(2) Notable correlations between individual academic achievements and self-concept of students in grade 6-8 are found, and the correlations don't vary with gender and grade.(3) Academic self-concept can be divided into five types: self identity, self-confidence, interest, self-control, attribution. And the characteristics of the five factors vary with grade and gender. (4) The level of self-enhancement maintains relatively stable in grade 6-8, while the intensity of the motivation of self-verification increases first and then decreases. Both types of motivation vary with gender, and the motivation of girls is significantly higher than that of boys.(5) Both academic self-concept and self-motivation have an impact on the academic achievements. The academic self-concept has a direct impact on the academic achievements, while the self-motivation first works on the academic self-concept, which finally has an impact on the academic achievements.(6) As to the degree of preference, the level of academic self-concept, self-verification and self-enhancement interact with each other, and the simple main effects of each factor show effect differences at each level. As to the degree of approval, the interaction of the three factors is not notable. However, the interaction between self-verification and academic self-concept interact with each other notably and so do self-improvement and the academic self-concept.