Development And Application Of Junior High School Students' Mathematics Academic Self-concept Scale

Mathematics academic self-concept is stable recognition,experience and evaluation of individual's about their Mathematics study,which is formed in the Mathematics academic settings. It reflects the students overall views of their Mathematics study.It is made up of self-recognition, self-experience,self-regulation and control of Mathematics study.The main purpose of this study is to develop a Mathematics academic self-concept scale fitting Mainland Chinese education,and provide a scientific and effective measurement tool for the study of the level of development and characteristics of our national students' Mathematics academic self-concept.On the basis of the related theory analysis,the investigation of open-ended questionnaire,and discussing with experts,the theoretical model of Mathematics academic self-concept is constructed. According to it,the study designed a preliminary scale on junior high school students' Mathematics academic self-concept.By the factor analysis of the informal scale,we developed the formal scale and verified its reliability and validity.We test the structure of Mathematics academic self-concept by confirmatory factor analysis.We used the formal scale to investigate 474 junior high school students to find the level and some characters of them.At last,the study given advices on how to improve the level of students' Mathematics academic self-concept.The main preliminary results of this study are as follows:(1) Mathematics academic self-concept of junior high school students is a multi-dimensional structure consisting of three second-order factors which is made up of self-recognition,self-experience,self-regulation and control of Mathematics study.The formal Mathematics academic self-concept scale has good reliability and validity,and is a scientific and effective instrument for assessing Mathematics academic self-concept of junior high school students.(2) In general,the current Mathematics academic self-concept of junior high school students is at the middle level.The order of the level of development of its dimensions is:self-experience of Mathematics study＞self-regulation and control of Mathematics study＞self-recognition of Mathematics study.(3) In the term of the overall Mathematics academic self-concept and self-recognition of Mathematics study of junior high school students,boys are significantly higher than those of girls; and in self-experience,self-regulation and control of Mathematics study,there is no significant gender differences.(4) In the term of self-recognition of Mathematics study of junior high school students,the students in cities are significantly higher than those in rural areas;and in the overall Mathematics academic self-concept,self-experience of Mathematics study,self-regulation and control of Mathematics study,there is no significant regional differences.(5) There is no significant difference in different schools on the development of Mathematics academic self-concept of junior high school students.(6) In the term of the overall Mathematics academic self-concept and self-recognition,In addition to grade one and grade three has significant differences,the other dimensions do not exist on a significant grade difference.Moreover,the general trend of Mathematics academic self-concept of junior high school students is as follows:Grade one is the low stage of the development of the Mathematics academic self-concept of junior high school students;Grade two is the growth stage of the development of Mathematics academic self-concept of junior high school students;Grade three is the peak period of the development of Mathematics academic self-concept of junior high school students.(7) In the term of the overall Mathematics academic self-concept and its dimensions,there is a significant difference in different academic performance group,and the level of its development is: high Group＞Medium Group＞lower Group.The novelty of this study is that this study is to sort theories of Mathematics Academic Self-concept,discuss its factors and apply the knowledge and technology of education and psychological measurement to develop a Mathematics academic self-concept scale fitting the teaching Practice of junior high schools in Mainland China.The application of mathematical methods to study the problems of education is also a bold attempt,but because of my limited ability and level,it is inevitable that there are some omissions in the paper,please correct them.