Middle School Students' Chinese Academic Self-concept And The Relationships On Chinese Academic Self-concept And Chinese Academic Achievement

Since the concept of academic self-concept was proposed, the multi-dimension construction of academic self-concept is now being accepted by academic circles, and the research perspective has turned to micro level, lots of researchers is receiving attention on subject academic self-concepts. As an important basic and instrumental subjectin in our primary and secondary education, Chinese is always the one core course of school education. However, the researches on Chinese academic self-concept did not get enough regards. Chinese academic self-concept is a stable cognition, Experience and evaluation about Chinese academic achievement which is developed in the process of learning. It contains four aspects:Chinese acdemic ability, Chinese acdemic achievements, Chinese acdemic emotion and Chinese acdemic behavior. Proceeding from Chinese academic self-concept, this study comprehensively applies the methods of the literature analysis, open-interviews and related studies, to construct the dimension of middle school students'Chinese academic self-concept primally, to provid the measurement instrument of Chinese academic self-concept, to discuss the characteristics of middle school students'Chinese academic self-concept, and then further to investigate the relationships between Chinese academic self-concept and Chinese academic achievements.This study gets the following conclusions:a. Middle school students'Chinese academic self-concept is a multidimensional, hierarchical consctruction. It contains two two-order factors and seven one-order factors. Two two-order factors contains Chinese general academic self-concept and Chinese special academic self-concept. The former contains Chinese academic achievement self-concept, Chinese academic ability self-concept, Chinese academic behavior self-concep and Chinese academic emotion self-concept,the latter contains reading self-concep,writting self-concep and oral communication self-concep.b. The questionnaire developed in this study had good reliability and validity, which can be used to measure for assessing the developmental level of middle school students'Chinese academic self-concept.c. In general terms, middle school students'Chinese academic self-concept is at middle level. Its development was affected by many factors, students with different gender, grade and types of school had different Chinese academic self-concept. Girls'scores were significantly higher than boys in Chinese academic self-concept, students in Key School had much score than non-key school. Grade significant difference also existed, junior high school students had much Chinese academic self-concept than senior high school significantly.d. Middle school students'Chinese academic self-concept was related to Chinese academic achievements significantly. Chinese academic self-concept could predict Chinese academic achievements effectively.