Zhang Yujia, Dong Qiyiru, Xiao Bowen, Coplan Robert J, Wang Jiyueyi, Ding Xuechen
School of Psychology, Shanghai Normal University.
Department of Educational and Counselling Psychology, and Special Education, University of British Columbia.
Sch Psychol. 2025 Jul;40(4):524-530. doi: 10.1037/spq0000667. Epub 2024 Sep 12.
The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
本研究的目的是考察中国儿童自我认知的不同维度与学业成绩之间的关联。研究参与者为604名中国大陆地区小学和初中四至七年级的儿童（342名男生，262名女生；平均年龄 = 11.25岁）。在一学年内的两个时间点，通过自我报告和学校记录收集了儿童自我认知和学业成绩的测量数据。交叉滞后面板分析结果表明，在控制了性别、年级和稳定性的影响后，时间1的学业能力感知正向预测了时间2的学业成绩（β = 0.08，p < 0.05），时间1的学业成绩预测了时间2的学业能力感知（β = 0.10，p < 0.05）。时间1的运动能力感知负向预测了时间2的学业成绩（β = -0.08，p < 0.01）。研究结果提供了证据，表明自我认知具有不同方面，且与学业成绩的关联方式不同，并强调了学业能力感知与学业成绩之间的相互预测关系以及运动能力感知自我认知对学业成绩的负面影响。在中华文化背景下，结合自我发展和学业表现对这些结果的意义进行了讨论，以及它们对学校实践的教育意义。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
