A Research On Self-concept Academic Achievement And Sociometric Status Of Senior Middle School

There are many factors affecting peer sociometric status, among which children's behavioral characteristics and social cognition are the major ones. However, the influence of social cognition on peer sociometric status is indirect. The way children cognize the world determines children's behavior, and therefore affects children's peer sociometric status. Self-concept, the individual's cognizing and experiencing his self-existence, is the extremely important aspect of self-system. The relationship between self-concept and peer sociometric status is one of the topics this paper reviews. Middle school students' primary duty is study. Therefore, the research about the middle school students will not ignore the influence of academic achievement. Self-concept and peer sociometric status of senior middle school students are analyzed in this paper, by taking academic achievement as an important variable into consideration.In the light of predecessors' research results, this paper presents research on senior middle school students' social-self, general-self, optimistic-self, academic achievement and peer sociometric status by questionnaire survey and interview, attempting to reveal the relationship between peer sociometric status and them.Research shows that peer sociometric status has remarkable positive correlation with academic achievement, gender, social-self and optimistic-self respectively. Academic achievement, social-self, gender and optimistic-self can significantly predict peer sociometric status of senior middle school students. Academic achievement and social-self play a role in predicting boy student's peer sociometric status. Academic achievement, social-self and optimistic-self play a role in predicting girl student's peer sociometric status.Research also finds that different genders show no difference in social-self, general-self, and optimistic-self respectively. Students in different grades haveremarkable differences in optimistic-self-they are more optimistic in Grade One. Students with different levels of academic achievement perform differently in social-self and optimistic-self. About social-self, students with difficulty in study have higher self-evaluation than students who are outstanding at study and students who do ordinarily in their study, while students who are outstanding at study is less optimistic in peer contact than students with difficulty in study and students who do ordinarily in their study.