| Academic self-concept refers to students’ perception,experience and evaluation of their abilities in a particular academic field and the difficulty of academic tasks.Previous studies have shown that academic self-concept has an important influence on students’ academic choice,academic behavior and academic achievement.Junior high school students are in the early adolescence.Due to the immature development of self-awareness,excessive academic pressure and low psychological endurance,academic self-concept shows a downward trend with the increase of grades.Improving academic self-concept plays an important role in students’ learning and growth.Students with higher growth mindset have stronger learning motivation,which is conducive to positive academic self-concept.However,it is not clear whether growth mindset affects academic self-concept through learning motivation.Revealing the relationship between them can provide new ideas and methods for improving students’ academic self-concept.Therefore,the current research takes junior high school students as an example to explore the relationship among growth mindset,learning motivation and academic self-concept,and tries to intervene students’ learning motivation and observe the influence on junior high school students’ academic self-concept.In the first study,the relationship among growth mindset,learning motivation(which includes surface learning motivation,deep learning motivation and achievement learning motivation)and academic self-concept was discussed.The growth mindset scale,learning motivation scale and academic self-concept scale were used to test the relationship among them.The results show that the growth mindset of junior high school students completely mediates the academic self-concept through learning motivation.The results show that the growth mindset of junior high school students completely mediates the academic self-concept through learning motivation.Specifically,surface learning motivation and deep learning motivation play a complete intermediary role between growth mindset and academic self-concept,but their mechanisms are different.Surface learning motivation has a negative impact on academic self-concept,while deep learning motivation has a positive impact on academic self-concept,and the intermediary role of achievement learning motivation is not significant.Based on the results of the first study,the second study explored the role of deep learning motivation intervention in improving junior high school students’ academic self-concept.The mixed design of 2(group: experimental group and control group)×2(test stage: pre-test and post-test)was adopted.The intervention course was used to intervene the students’ deep learning motivation in the experimental group for four weeks.Each intervention course consists of two parts.First,students were asked to read a story about a scientist,and then they were asked to write and express three specific questions,so as to improve their deep learning motivation and further enhance their academic self-concept.The students in the control group completed the routine mental health education courses in the school,which had nothing to do with learning motivation.The results of variance analysis of mixed design show that deep learning motivation intervention can significantly improve junior high school students’ academic self-concept.The conclusions of current research are as follows: learning motivation(surface learning motivation and deep learning motivation)completely mediates the influence of growth mindset on academic self-concept,surface learning motivation negatively predicts academic self-concept,and deep learning motivation positively predicts academic self-concept;The intervention of deep learning motivation has improved junior high school students’ academic self-concept,and this result has reference significance for junior high school students’ future academic development and health education. |
