Study On Effect Of Junior High School Students’ Academic Possible Selves On Their Learning Engagement

Possible selves belong to development component of self-concept, and academic possible selves are created by individuals in the academic field of possible selves, which is defined as:a cognitive representation of a student’s learning potential and future characterization. While foreign research about it have been30years, and now have gradually entered a mature stage, but it is elementary phase in China. Because it is short of demonstration research for the moment in our country, this study survey540students from four middle schools for the current situation of junior high school students’possible selves and learning engagement and relation about them. Then, we intervened psychological counseling activity class and investigated how this kind of intervention influence learning engagement.The results showed that:1. The academic possible selves is significantly different in gender, grade, family economic conditions and birth, but it was not significantly different in whether they are the only child and the family structure.2. The learning engagement is significantly different in gender, grade, family economic conditions and birth, but it was not significantly different in whether they are the only child and the family structure.3. There was significant relationship between academic possible selves and learning engagement. Firstly, there was significant positive relationship between positive academic possible selves and learning engagement. Secondly, there was significant negative relationship between negative academic possible selves and learning engagement. Regression analysis showed that the academic possible selves can forecast learning engagement.4. Psychological counseling activity class, this kind of intervention can increase learning engagement.