Hay I, Ashman A, van Kraayenoord C E
Faculty of Education, School of Cognition, Learning and Special Education, Griffith University, Brisbane, Queensland, Australia.
Br J Educ Psychol. 1997 Sep;67 ( Pt 3):311-21; discussion 339-43. doi: 10.1111/j.2044-8279.1997.tb01246.x.
The formation and measurement of self-concept were the foci of this research.
The study aimed to investigate the influence of achievement on academic self-concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self-Description Questionnaire-1 (SDQ-1, Marsh, 1988).
The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools.
An intra-class research design was used to investigate the influence of frame-of-reference on self-concept development.
As students' academic scores rose above their class mean their self-concepts increased and as students' academic scores fell below their class mean their self-concepts decreased. Students' difference from class mean predicted their self-concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ-1 demonstrated concurrent validity across self-concept domains.
The findings support the notions that the social environment is a significant agent that influences self-concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ-1 are valid measures for self-concept research.
自我概念的形成与测量是本研究的重点。
本研究旨在调查成绩对学业自我概念的影响，并将学生能力感知量表（PASS，博斯马和查普曼，1992年）与自我描述问卷-1（SDQ-1，马什，1988年）进行比较。
参与者为479名澳大利亚五年级（平均年龄126.6个月）的男女同校学生，来自18所学校。
采用组内研究设计来调查参照框架对自我概念发展的影响。
随着学生学业成绩高于班级平均水平，他们的自我概念增强；随着学生学业成绩低于班级平均水平，他们的自我概念减弱。学生与班级平均水平的差异可预测其自我概念得分。使用测试和教学评级数据，这一发现始终在阅读、拼写和数学领域得到体现。对PASS和SDQ-1的比较表明，在自我概念领域具有同时效度。
研究结果支持以下观点：社会环境是影响自我概念的重要因素，教师评级以及成绩标准化测试、PASS和SDQ-1是自我概念研究的有效测量工具。
