Research On College Students’ Academic Self-concept

With the development of China,College students have became the main force for construction of socialist modernization,so that their living and studying receive much attention from our country and society.While university students’ most important duty is acquiring knowledge and skills,but they’ re deeply troubled by learning problems.The academic self-concept is the the autognosis for their own learning situation,academic development and learning experience,which has great influence on students’ scholastic achievement and mental health.Therefore,the research on College Students’ academic self-concept,can enrich the theories of college students’ academic self-concept,discover the constituting elements of our country’s undergraduates’ academic self-concept,also can understand the characteristics of Chinese college students’ academic self-concept development,explore the influence factors of its development.And then we can put forward the viewpoint and opinion of improving the level of the college students’ academic self-concept,help students to reduce learning problems to a certain degree.In this paper,on the basis of the existing research reports and related theories,using the questionnaire “The questionnaire of College students self-concept”,which made by the author self,analyze the test results of three tested universities which are different in regions and types,and reveal the fundamental state of the College Students’ self-concept to a certain degree.Based on the conclusions of this study and existing researches,we profound education suggestions to colleges and students in two aspects,that students can improve the level of academic self-concept under a good learning environment and students’ self-management and adaptation.Through this study drawing following conclusions:(1)The academic self-concept of college students is amultidimensional psychological characteristic,which consists of five dimensionalities: professional-self,learning behavior,academic motivation,academic efficacy and academic self evaluation.(2)The questionnaire of this study has a good reliability and validity index and acceptable psychometrics properties,which can be used as a tool to measure the academic self-concept of college students in China.(3)At present,the development of college students’ academic self-concept is in the middle level,and the development of the five internal dimensions of academic self-concept is imbalances,as the level of the professional ego is the highest,and the level of the academic self evaluation is the lowest.(4)The College Students’ academic self-concept shows total conspicuous differences on school,gender and professional categories.Girls’ scores are conspicuous higher than males’,the science and engineering students’ scores are conspicuous higher than the score of the students of Arts.Though Students’ academic self-concept is conspicuous different among different colleges,its rules and causes need to be further studied.(5)There are no prominent differences in the aggregates grates of the college students’ academic self concept.However,there are prominent differences in the specific dimensions,as in the dimensions of learning behavior,the juniors and seniors’ scores are prominent higher than sophomores’;in the dimension of the academic self evaluation dimensions,the freshmen and seniors’ scores are higher than juniors’ scores.(6)It is not conspicuous difference between the Han nationality and the Mongol nationality in the different dimensionalities and the total scores of academic self-concept.(7)It is conspicuous difference on the scores of that the first professional voluntary reporting whether is their major now,the scores of the first volunteer college students are prominent higher than those of the non first choice,but in the scores of the other dimensions and academic self-concept have no any prominent differences.(8)There is no difference between urban students and rural areas students in terms of learning self-concept,but there are noteworthy differences in the specific dimensions,in the effectiveness of learning and academic self evaluation,the urban students’ scores are prominent higher than the scores of students from rural areas.