A Study On The Relationship Between School Climate,adolescent Self-concept And Academic Achievement And Intervention Of Self-concept

Academic achievement has always been a widespread problem of great concern to schools,families,and society.It is believed that students’ academic achievement is influenced by their own and external factors.The formation and development of an individual’s self-concept takes a long time,and in this process the important period of adolescence emerges,which is characterized by the rapid and unbalanced physical and psychological development of adolescents.School climate is one of the most important factors affecting the socialization development of adolescents.It is necessary and important to conduct intervention research based on the combination of school climate and self-concept to investigate the mechanisms that influence adolescents’ academic achievement.First,929 teenagers from a middle school in Nanchong were selected as the research objects,Perceived School Climate Inventory-M and Tennessee Self-concept Scale were used to explore the current situation and relationship between school climate,adolescent self-concept and academic achievement,and examine the mediating effects of self-concept.Then,based on the results of the study,60 adolescents with low self-concept and poor academic achievement were selected as intervention participants.Based on the theory and empirical evidence related to self-concept,self-concept was intervened through group counseling to test whether the intervention program had a significant effect on enhancing self-concept and improving academic achievement.The main conclusions of the study were as follows:(1)Adolescents’ perceived school climate and self-concept were above average.(2)There were significant differences in school climate with respect to gender and grade level.The scores of boys were higher than girls;the first grade of junior high school and the first grade of senior high school students’ scores were higher than the second grade of junior high school and the second grade of senior high school students’ scores.Self-concept differed significantly by gender,grade level,and birthplace.Boys scored higher than girls;the scores of the first grade of junior high school students were higher than the first and second grade of senior high school students;urban students scored higher than rural students.(3)There was a significant positive relationship between school climate,self-concept and academic achievement,and both school climate and self-concept had significant positive predictive power for academic achievement.(4)Self-concept played a partial mediating role in school climate and academic achievement.(5)The group counseling had a significant effect on improving self-concept and academic achievement.From the conclusions of this study,some pedagogical suggestions and indications emerged: Schools should create a good school climate to improve adolescents’ academic achievement;schools should strengthen adolescents’ self-concept and encourage them to be active learners;parents should pay attention to adolescents’ family status and encourage them to play their full role to ensure stable academic achievement.