A Study On The Development Of Academic Self-concept Of Junior High School Students And Its Guidance Strategies

Self-concept is the core of the individual personality. Academic self-concept is not only an important part of the individual self-concept system, but also a significant factor to prompt the students’ effective learning and the healthy development of students’ mental.In the junior middle school stage, called puberty, adolescents tend to pay more attention to themselves than ever before. Learning is the primary event in junior middle school students’ life, so academic self-concept is very important to their study and even the psychological development as a whole. At present, however,systematic studies of academic self-concept is less in China. The Studies of junior middle school students’ academic self-concept is very few,neither formed systematic research tools nor investigate and analysed roundly the present situation of academic self-concept of junior middle school students.With the interiors of "people-oriented" educational concept, the academic self-concept, as the most important self-concept in learning career of junior high school students,should be paid close attention by teachers and education researchers.This thesis, from the perspective of students’healthy development of mental and personality, tries to look academic self-concept as a part of self-concept and the significant influence to student’s academic achievement, academic ability, psychological quality and healthy personality in order to discuss the relevant theories of academic self-concept. In addition, this thesis presents development situation of general academic self-concept of junior middle school students on the practical level, and puts forward some relevant the tactic of teachers’guidance.Besides the part of introduction, the thesis consists of four parts.Chapter 1:Analysis on the connotation of acdemic self-concept. Firstly,this part comfirmed the connotation of self-concept and acdemic self-conceptobtains from the relationship between the two aspacts.Nextly, through the concept discrimination between acdemic self-concept and other relevant concept,such as academic self-efficacy perceptions and cademic self-handicapping, this part further clarified the connotation of academic self-handicapping and determined the structure of academic self-concept that contains four parts:academic self-cognition, academic self-experience,academic self-control and academic self-evaluation.Finally, I concluded the factors of academic self-concept.Chapter 2:The significance of academic self-concept to the students development.This part,from the perspective of students’ development needs,accounted for the important significance of academic self-concept on grasping knowledge, developing ability, sublimating experience and perfecting personality. Acdemic self-concept plays a adjusting and directional role to student’s learning behavior, and only with acdemic self-concept as medium all external influence power can convert into students’ personality.Chapter 3:An empirical investigation about general academic self-concept of junior high school students. In order to understand the characteristics of acdemic self-concept development of junior middle school student,I organized the questionnaire about the current situation of general academic self-concept of junior high school students in this part. Clearing the present situation that junior high school students’ development level of academic self-concept is not high contributes to provide realistic support for academic theory and provide perspective and basis for the teachers’ guidance strategies.Chapter 4:the guidance strategies of junior high school students’ development of academic self-concept. According to the theoretical analysis of academic self-concept and the questionnaire about the current situation of general academic self-concept of junior high school students, it is high time to develop students’ academic self-concept on the agenda. Teachers, as the main partner of student learning, can provide support to develop students’ academic self-concept by guiding students to do self-orientation, self-motivation, self-implementation and self-feedback.