学生学业自我概念的双重效应及其多维构建

The Double Effects and Multi-dimensional Construction of Students' Academic Self-concept

学生学业自我概念是影响学生学业成就的重要非智力因素。学生学业自我概念具有正负双重效应,对学生的学业进步起促进或阻碍作用。影响学生学业自我概念建构的因素主要包括以往和替代经验的主导性、归因方式的指向性、期望效应的指引性、比较效应的参照性和评价模式的导向性。学生积极学业自我概念的构建,需要辩证地看待自己的成败,树立正确的自我认知;设置合理的学习目标,增加成功的体验;相信学生的发展潜能,消除刻板印象的负面影响以及优化分班择校机制,建立多元评价模式。

Students ’ academic self-concept is an important nonintellectual factor affecting their academic a-chievements , which has both active and negative effects and either promote or hinder their academic progress .Fac-tors that affect the construction of students ’ academic self-concept mainly include：the dominance of the past ex-perience and alternative experience , the directivity of attribution , the guidance of expectation effect , the reference of comparative effect and the orientation of evaluation models .To construct the positive academic self -concept , students should foster a dialectical view of their own success or failure to develop a correct self -perception;set up reasonable learning goals to increase their experiences of success .Teachers should believe in the potential of the students and eliminate the negative impact of stereotypes and the mechanism of selecting class or school to establish multiple evaluation models .