Research Of College Students’ Academic Self-Concept And Its Impact On Learning

Higher education has entered an era of pursuit of quality.After years of exploration,assessing the quality of education from the perspective of student learning has become a common trend higher education research and educational psychology research.On the one hand,the field of higher education research emphasizes the assessment and guarantee of higher education quality through surveys of college students ’learning.But existing surveys and studies have mostly focused on learning experiences and student engagement,and students’ internal motivation factors have received less attention.On the other hand,research in educational psychology points out that academic self-concept is the core internal source of motivation for carrying out learning activities,and it is of great significance to students’ learning behaviors and learning outcomes.However,the undergraduate group is in a marginal position in the existing academic self-concept research.It can be seen that the academic self-concept of college students is a common "blind spot" in higher education research and educational psychology research.Based on this,this research is dedicated to investigating the current situation of academic self-concepts of college students.Also,we will analyze the differences of learning among different student groups,and systematically explore the relationship among academic self-concept,learning experience,student engagement and learning outcomes.In this study,a questionnaire was used to do a survey of undergraduates from X University.A total of 3,704 valid data were recovered finally.The core findings are as follows.First,the level of academic self-concept of college students is generally low,and the evaluation of students’ external academic performance is even more negative.Second,female students perform better in academic-related evaluations,investments,and achievements,while male students are more positive in non-academic investment and evaluation of themselves.Besides,Humanitics and Social Science students perform better in academic self-concept,engagement and learning outcomes.While medical students have a more positive learning experience.What’s more,senior students are significantly better than sophomores in all aspects of learning.Third,the learning experience can directly predict core competence and learning satisfaction,and can also predict core competence and learning satisfaction through student engagement.Learning experience mainly predicts academic achievement through student engagement.Fourth,academic self-concept can directly predict academic achievement and core competence,and it can also predict academic achievement and core competence through learning experience and student engagement.Academic self-concept can predict learning satisfaction mainly through learning experience and student engagement.Fifth,the structural relationship among academic self-concept,learning experience,student engagement and learning outcomes is stable among students of different grades,genders,and disciplines.Based on the above research results,this study proposes the following suggestions.Firstly,in future research and practice,we should not only focus on the learning experience and student engagement,but also start from the internal learning motivation,to guide students to establish a positive academic self-concept.Secondly,students should be guided to find an appropriate frame of reference,and to reasonably evaluate their academic ability and academic performance.Finally,we must devote ourselves to creating "golden classes",creating a good extracurricular learning environment,and motivating students to engage in learning activities.