青少年学业自我研究
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摘要
学业自我既是个体自我结构系统中的重要组成部分又是学生学习的动力因素，一直是人格心理学、教育心理学关注的课题和研究热点。本研究在对国内外学业自我研究资料综述分析的基础上，针对国内外学业自我研究存在的问题，以学业自我与心理素质健全发展的关系为切入点，从特质研究、相关研究、实验研究等不同研究取向以及现实与理想、一般与具体、正面与负面等不同角度，运用探索性因素分析和验证性因素分析技术，编制了基于多层面等级结构模型的、符合心理测量学指标的一般学业自我、学科学业自我和负面学业自我的测量工具。在此基础上，运用回归分析和路径分析技术，系统而全面地探讨了当代中国青少年学业自我发展的水平和特点，分析了学业自我与自我价值感、成就目标定向等人格特征的关系，探讨了学业自我与学业成绩、学业应对方式以及心理健康的关系，并运用结构方程模型，探讨了一般学业自我和学科学业自我的关系。同时，结合我国学校教育的实际，分析了青少年负面学业自我的发生状况及其与心理健康、应对方式和成就动机的关系；提出了学业自我图式的概念，运用社会认知领域的加工偏好、启动效应等实验范式，探讨了学业自我发展不同水平的青少年对学业信息的认知加工特点，证实了学业自我图式的存在及其对学业信息的认知加工特点；提出了积极的学业自我既是青少年学业发展的基础，更是青少年健全心理素质的重要内容、不同性质的学业自我图式制约着青少年对学业信息的认知加工等重要观点。
整个研究分为6个部分，围绕一般学业自我、学科学业自我、负面学业自我、学业自我的相关因素、学业自我的认知加工等问题开展了16项研究。综合这些研究，得出如下结论：
1．青少年的学业自我是一个多层面、多维度的系统结构。在层面上，包括一般学业自我、一般学科自我和具体学科自我三个层面；在维度上，一般学业自我包括学业能力、学业行为、学业体验和学业成就四个维度；一般学科自我包括文科学业自我、
Academic self, as part of individual self-structure system, has been and will be the hot issue in the field of personality psychology and educational psychology. This study, on the basis of comprehensive analysis of the study of academic self, aiming at the existing problems of the study of academic self, starting with the relationship between academic self and right development of mental makings, from the different research approaches of trait research, correlation research and experimental research, and from the different perspectives of reality and ideal, being general and concrete and positive and negative, exerting technology of EFA (exploratory factor analysis) and CFA (confirmatory factor analysis), provides the measurement instrument of general academic self, disciplinary academic self and negative academic self which is based on the multi-faceted and hierarchical model, and accords with index of psychometrics. It systematically discusses levels and characteristics of contemporary Chinese adolescent academic self development, analyzes relations between personality characteristics such as academic self, self-worth and achievement goal orientation, and probes into the relationship between academic self and academic achievement, academic coping style and mental health by means of technology of regression analysis and path analysis; and construes the relationship between general academic self and disciplinary academic self by exerting SEM (structural equation model). Meanwhile, combining practicality of school education in China, this study analyzes prevalence of adolescent negative academic self and its relation with mental health, coping style and achievement motivation, proposes the concept of schema of academic self, and by using experimental paradigm in the field of social cognition such as processing preference and primary effects it discusses characteristics of adolescents with different levels of academic self development cognitive processing of academic information and confirms the existence
整个研究分为6个部分，围绕一般学业自我、学科学业自我、负面学业自我、学业自我的相关因素、学业自我的认知加工等问题开展了16项研究。综合这些研究，得出如下结论：
1．青少年的学业自我是一个多层面、多维度的系统结构。在层面上，包括一般学业自我、一般学科自我和具体学科自我三个层面；在维度上，一般学业自我包括学业能力、学业行为、学业体验和学业成就四个维度；一般学科自我包括文科学业自我、
Academic self, as part of individual self-structure system, has been and will be the hot issue in the field of personality psychology and educational psychology. This study, on the basis of comprehensive analysis of the study of academic self, aiming at the existing problems of the study of academic self, starting with the relationship between academic self and right development of mental makings, from the different research approaches of trait research, correlation research and experimental research, and from the different perspectives of reality and ideal, being general and concrete and positive and negative, exerting technology of EFA (exploratory factor analysis) and CFA (confirmatory factor analysis), provides the measurement instrument of general academic self, disciplinary academic self and negative academic self which is based on the multi-faceted and hierarchical model, and accords with index of psychometrics. It systematically discusses levels and characteristics of contemporary Chinese adolescent academic self development, analyzes relations between personality characteristics such as academic self, self-worth and achievement goal orientation, and probes into the relationship between academic self and academic achievement, academic coping style and mental health by means of technology of regression analysis and path analysis; and construes the relationship between general academic self and disciplinary academic self by exerting SEM (structural equation model). Meanwhile, combining practicality of school education in China, this study analyzes prevalence of adolescent negative academic self and its relation with mental health, coping style and achievement motivation, proposes the concept of schema of academic self, and by using experimental paradigm in the field of social cognition such as processing preference and primary effects it discusses characteristics of adolescents with different levels of academic self development cognitive processing of academic information and confirms the existence
引文
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