An Extended Study On The Internal/External Reference Model Of Academic Self-Concept Of Junior Middle School Students

Academic self-concept plays an important role in student's individual development.Academic self-concept affects the motivation and effort of students in various fields,and is also the main factor affecting the follow-up study.The problems of partial subjects and dropouts in teaching practice are mainly due to the failure to form a positive academic self-concept.Therefore,related research on academic self-concept,especially the process of constructing academic self-concept,and how to construct a positive academic self-concept have aroused widespread concern of researchers.This study is divided into two parts: The first part uses the psychological test method to test 1271 junior high school students and 36 corresponding Chinese,math and English teachers in a certain province.Students were tested on the Chinese,Math and English Academic Self-Concept Scale(Student Edition),and teachers were tested on the Chinese,Math and English Academic Self-Concept Scale(Teacher Edition).Use SPSS and M-plus statistical analysis software for data analysis to explore whether there are differences in demographic variables(grade,gender,only-child or not)of junior high school students' Chinese,math,and English academic self-concepts,analyze the construction process of junior high school students' academic self-concept and teachers' inference process of students' academic self-concept,and further investigate whether there are differences between them.In the second part,the qualitative analysis method is adopted to conduct interviews with 1192 junior high school students and 36 corresponding teachers to deeply discuss the psychological mechanism of the constructive process of student academic self-concept and the teachers' inference process of student academic self-concept,and the differences between them.The conclusions are as follows:1.The academic achievement and academic self-concept of junior high school students in various subjects have significant differences in demographic variables(grade,gender,only-child or not): 7th grade English academic self-concept is significantly higher than 8th grade;Girls' academic achievement and academic self-concept of Chinese and English were significantly higher than boys',while girls' mathematical academic self-concept was significantly lower than boys';The academic achievement of Chinese,mathematics,English and English academic self-concept of the only-child were significantly higher than those of the non-only-child.2.The process of constructing the academic self-concept of junior middle school students in Chinese-math,Chinese-English and math-English all conforms to the hypothesis of Internal/external reference of frame model of academic,and there is a comparative effect between the two subjects;Teachers' inference process of students' academic self-concept of Chinese-math,Chinese-English and math-English conforms to the hypothesis of Internal/external reference of frame model of academic,and assimilation effect occurs between the two subjects.3.The process of constructing students' academic self-concept is a comprehensive and complex process,which mainly includes three aspects: "learning process-before",“learning process-middle" and "learning process-after".Students can construct their academic self-concept through the academic emotions experienced during the learning process.Students can construct their academic self-concept through the academic emotions experienced during the learning process.It is a relatively single and simple process for teachers to infer students' academic self-concept,mainly including "learning process-middle" and "learning process-after".