The Relation Among Values, Achievement Goal Orientation And Academic Self-concept Of Middle School Students

This research whose participants were students of middle school in China focused onthe relationship among three factors, which were values of students in middle school,achievement goal orientation and academic self-concept. It meaned that this researchaimed to find out achievement goal orientation could act as the mediator of the relationbetween values and academic self-concept. This research was based on interviewmethod to develop and revise questionnaire, questionnaire method to collect data, usingsoftware of SPSS12.0 and Lisrel8.70 to analyze data. The findings indicated that:1. The revised questionnaire is The Portrait Values Questionnaire (PVQ). It includesconservation, open to change, self-transcendence and self-enhancement values. Thereliability and validity of four sub-questionnaires are good. The questionnaire can be usedfor measuring middle school students' values.2. The Assessments of Self-learning Components is developed. It includes assessmentof on-class self-learning, assessment of after-class self-learning and assessment of test.The reliability and validity of three sub-questionnaires are good. The questionnaire can beused for measuring middle school students' academic self-concept.3. First, gender and grade differences among values are found, and the interaction ofgrade and city is found on self-transcendence values. Second, gender and gradedifferences among achievement goal orientation are also found, and the interaction ofgrade and city is found on master goal. Third, grade and city differences among academicself-concept are found.4. Set up the mediator effect model of values, achievement goal orientation andacademic self-concept, the results show: (1) Self-transcendence values can predictacademic self-concept directly. (2) Self-enhancement values predicts academicself-concept through both performance approach orientation and master goal orientation.(3) When performance approach orientation acts as the mediator, part of open to changevalues can predict academic self-concept directly, the other part of it predict academicself-concept through performance approach orientation; when master goal orientationacts as the mediator, open to change values predicts academic self-concept throughmaster goal orientation totally.