Study Of The Characteristics Of Middle School Students' English Academic Self-concept And Correlation

English Academic Self-concept is stable recognition, experience and evaluation of individual's about their English academic development, which is formed in the English academic settings. Specifically, it means the recognition, experience and evaluation of their English academic ability, achievement, affect and behavior ect. Academic self-concept has been an important subject in the study of educational psychology. The knowledge and practice of how to improve students' academic self-concept has been received more and more attention. This study is aim to investigate the English-as-second language academic self-concept in the perspective of psychology, and give practical suggestions of how to improve students' academic self-concept in specific subject.This study structured the model of English Academic Self-concept on the basis of literature analysis, experts' consultation and open-ended questionnaire investigation. With the theoretical model, the premiere questionnaire was developed and administrated. After EFA and CFA with the results of the premiere questionnaire, some items were deleted and modified, and the final questionnaire was developed. The developmental characters were examined with a sample of 843 middle school students. Their implicit theories were also tested. We found:1. Middle school students' English academic self-concept is structured by three factors, which are self-cognition, self-behavior and self-experience. The questionnaire has good reliability and variability, qualified as the tool of middle school students' English academic self-concept measurement.2. Significant sex differences exist in the English academic self-concept. In general, female have higher English academic self-concept than male.3. Significant grade differences exist in the English academic self-concept. 8^th grader is on the peak of the English academic self-concept, while 9^th grader is on the lowest point of the English academic self-concept.4. Significant differences found between different school types in the English academic self-concept. In terms of self cognition, students from key schools score higher than those from general schools, In terms of self-experience, students from general schools score higher than those from key schools.5. English academic self-concept is significantly correlated with English ability implicit theories, which has similar developmental characteristics with academic self-concept. Individuals with higher English academic self-concept are more likely to be incremental theorist. The incremental theorist has higher English academic self-concepts.