| Time management disposition is a dynamic personality trait,and English academic self-concept is a motivating factor for students’ English learning.Both of them are significant for English education research about how to stimulate and enhance learners’ language learning.Positive English academic self-concept is an impetus,and it closely relates to individual learning behaviors,such as time management disposition.Positive self-concept is also an important manifestation of sound personality,which is regarded as an intermediary variable to promote academic achievement.Domestic and foreign scholars have done a lot of related researches on time management disposition,academic self-concept and English academic achievement respectively,but the research about the correlation among the three is still relatively insufficient.Qualitative and quantitative research methods were used in the study.The qualitative data was collected from the English Academic Self-concept Questionnaire cited from Qing Ling(2007)and the Adolescence Time Management Disposition Scale compiled by Huang Xiting(2001).The quantitative data was collected from interview.Then,descriptive analyses were used to investigate the general situation of time management disposition,English academic self-concept,and English academic achievement.Secondly,the Independent Samples T-test and One-way ANOVA were used to analyze gender differences and urban-rural differences separately in terms of the three.Finally,Pearson correlation analysis and regression analysis were conducted to explore the correlations among the three and the mediating effect of English academic self-concept.In the study,402 high school seniors from three high schools were invited to participate in the questionnaire survey.Six of them were interviewed to gain a deeper understanding of high school seniors’ time management disposition and English academic self-concept,which could provide true and specific information for the above analyses.From data analysis,the results revealed that: 1)The senior high school studentshad a slightly negative English academic self-concept,in which English self-cognition was more negative than self-behavior and self-experience.The students had a more positive time management disposition,and the sense of time value was more positive than the sense of time control and time efficacy.2)There was a significant gender difference in terms of English self-cognition and time management disposition,and both of them revealed that girls were higher than boys.Significant urban-rural differences could be found in terms of English self-cognition and English academic achievement with urban students were higher than the rural students.3)There were significantly positive correlations among English academic self-concept,time management disposition and English academic achievement.4)Time management disposition had a positive predictive effect on English academic self-concept,and English academic self-concept had a positive predictive effect on English academic achievement.Time management disposition had no direct predictive effect on English academic achievement,and its impact on English academic achievement could only be effective through the mediating effect of English academic self-concept.The enlightenments of the study about senior English teaching are as follows.To begin with,teachers should pay attention to the balanced and comprehensive development of students.Secondly,teachers should help students establish a positive English academic self-concept,which require protect students’ self-confidence and give students positive feedback in time in actual teaching.Finally,teachers should strengthen the cultivating of time management disposition for senior students in the teaching process,so that English learning permeates all aspects of life.At the same time,the implications of this study have been pointed out,and suggestions have been made for further research. |
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