土家、苗、侗、藏族高中生学业自我的发展特点及对策

The Developmental Characteristicss of Tujia and Miao,Dong,Tibetan High School Students' Academic Self and their Countermeasures

采用问卷法对452名民族地区的土家、苗、侗、藏族高中生的学业自我发展特点进行研究,结果表明:土家、苗、侗、藏族高中生的学业自我均处于中等发展水平,民族间差异不显著;土家、苗、侗、藏族高中生的学业自我总体上性别差异均不显著;除藏族外,其他三民族高中生学业自我的年级差异均不显著,但在学业自我发展的高峰与低谷期上有所差异;除苗、藏族高中生外,土家族和侗族高中生的学业自我均存在显著的城乡差异,农村高中生的学业自我发展水平均优于城市高中生。

Academic self-concept refers to a set of stable perception, experience and evaluation that an individual has about his or her academic development in an academic achievement situation. It is an important index to predict one＇ s academic achievement and a sensitive factor to predict one＇ s personality wholeness. Thus an effective education should promote the formation and development of one＇ s positive academic self-concept. However, existing research on adolescents＇ academic self-concept has been weak and the participants concerned have been the Chinese Han majority from economically developed areas. Hence, the current study was conducted to assess the characteristics of academic self-concept among high school students of four minorities so as to provide evidence for educating and cultivating students＇ academic self-concept in southwest China. The study made use of the Academic Self-Concept Questionnaire, which was developed by professor Guo Cheng and was later revised by Zhao Xiaoyun as a measure of students＇ academic self-concept. A total of 452 high school students participated in this study ; all of them are ethnic minorities of Tujia, Miao, Dong and Tibet in southwest China. The results showed that （ 1 ） The development level of minorities＇ academic self-concept was in the middle, and there was no significant difference among the four ethic groups. But on the academic achievement value dimension, the Tibetan students＇ scores were significantly lower than the Tujia, Miao, Dong students＇. （2） On total academic self-concept, gender differences were not significant among the four minorities. However, on the academic ability perception dimension, the boys＇ scores of Tujia, Dong and Tibet were higher than the girls＇ , which were elos to a significantly difference （p = . 059, p = . 051, p = . 084）. On the academic behavior self-control dimension, the boys＇ scores of Tujia were significantly higher than the girls＇ （p 〈. 05）. On the academic achieve- ment value dimension, the girls＇ scores of Miao were significantly higher than the boys＇ （p 〈. 05 ）. （3） On total academic self-concept, grade differences were significantly only in Tibetan students （p 〈. 05）, but on the academic achievement value dimension, the Miao students＇ scores of grade three were significantly lower than those of the students of grade one （p 〈 . 05 ） and grade two （p 〈. 01 ）. On the academic ability perception dimension, the Dong students＇ scores of grade one were significantly higher than those of the students of grade two（p 〈. 01 ）. On the academic emotion experience and academic ability perception dimension, the Tibetan students＇ scores of grade two were significantly higher than those of the students of grade one and three. （4） On total academic self-concept, urban-rural difference was significant only in Tujia and Dong students; the soeres of students from rural areas were significantly higher than those of students from urban areas. On the basis of the above results, this study provides some suggestions as follows： （1） great attention should be attached in the cultivation of high school students＇ positive academic self concept in ethnic minority areas in southwest China; （2） education depart- ments should pay attention to group difference and strength pertinence in the process of education.