Relationship Between High School Students’ Academic Self-concept And Self-directed Learning And The Educational Suggestion

In order to investigate the situation of high school student’s academic self-concept and self-directed learning tendency to explore the relationship between them and make corresponding recommendations, this study adopted Middle School Student’s Academic Self Scale and Middle School Student’s Self-directed Learning Tendency Scale to investigate537students in two high schools in Tianjin. Using SPSS16.0for data input and analysis. The results showed that:1. High school student’s academic self-concept is above the average level.2. Girls’academic emotional experience is more positive than boys’; Compared with ordinary high school students, key high school students’ academic self-concept and academic emotion experience is more positive, apart from that, their self-control ability of academic behavior and the sense of achievement in study is stronger; Relative to average students, class cadres’academic self-concept and emotional experience is more positive and their perception of academic ability is stronger.3. According to different levels of academic self-concept, high school students can be divided into3categories, including low level students(15.64%), medium level students(50.84%) and high level students(33.52%).4. High school students’self-directed learning tendency is above the average level.5. As factors of high school student’s self-directed learning tendency, girls’ tendency of enjoy-learning and open-learning are stronger than boys’, however their effective-learning tendency is weaker; Compared with ordinary high school students, key high school students’ tendency of enjoy-learning is stronger, however their tendency of negative-learning and effective-learning are weaker; Negative-learning tendency of first-year students is stronger than sophomore students; The enjoy-learning tendency of the only child students is weaker than non only child students; Relative to ordinary students, class cadres’tendency of effective-learning, open-learning and lifetime-learning are stronger and their negative-learning tendency is weaker.6. The three kinds of high school students with different level of academic self-concept, their corresponding tendency of self-directed learning are significantly different. With the decline of academic self-concept level, their corresponding tendency of self-directed learning is in descending order.7. The more positive academic self-concept of high school students, the stronger their tendency of self-directed learning; Academic emotional experience, perception of academic ability and sense of achievement value have significantly predictive effect on self-directed learning tendency and their predictive power reduces in turn.