國中學生學業自我概念發展之縱貫性分析

A Longitudinal Study on the Self-concept Development of Junior High School Students

本研究目的在了解國中生之國文、數學、英文與科學自我概念彼此的關係，以及隨時間改變，各學科自我概念發展的關聯性；同時，也比較資優生與一般生在學業及一般性自我概念之發展變化是否相同。歷時兩年，本研究取樣高雄市18所設有資優資源班的國中，共計2,242 位學生，以數學、科學、國文與英文等四學科自我概念量表與一般性自我概念量表，進行重複四次的調查。在分析方法上，以多變項潛在成長模式了解各學科自我概念發展的關係，以多群體潛在成長模式比較資優生與一般生自我概念發展的差異。研究結果發現：一、數學和科學自我概念之間具中度正相關，但是，國文和英文自我概念間僅有低度正相關；二、學生的英文自我概念個別差異大；三、學生的科學自我概念最低，且降幅也最大；四、資優生與一般生在一般性自我概念上皆隨著時間呈現正向變化，但在學業自我概念，除了國文呈現持平的狀況外，其他學科皆呈現負向變化；五、兩群體在數學、科學與英文自我概念的成長模式未呈現全部恆等的現象；六、資優生的數學自我概念最高；七、一般生在科學與英文自我概念降幅大；八、男生在數學與科學自我概念高於女生，女生在國文與英文自我概念優於男生。最後，亦根據研究結果提出建議。

Purpose: The academic self-concepts that students develop strongly influence their academic achievement, educational choices, and vocational choices. Based on the characteristics of multifaceted and a hierarchical structure, academic self-concepts can be divided into various subject-specific self-concepts, such as mathematics, English, and science self-concepts. Furthermore, the formation of self-concepts gradually develops with growth experiences and interrelationships with others and the environment. Thus, one of the research objectives was to explore the development correlations among the academic self-concepts of junior high school students regarding four subjects. Generally, gifted students have the characteristic of emotional over-excitability. This has made gifted students highly sensitive to differences. Consequently, the second objective of this study was to compare the differences between gifted students and general students according to the self-concept development model. Method: The data collected included a four wave survey through repeated assessment of 2,242 students in 18 junior high schools in Kaohsiung City, Taiwan. The instrument used was a Self Descript Questioners. A multivariate latent growth curve model and a latent growth curve model for multiple groups were used to analyze the data. Findings: (1) The math and science subject self-concepts exhibited moderately positive correlations. The correlation of the changes in self-concepts regarding these two subjects was high. Chinese and English subject self-concepts exhibited slightly positive correlations. The correlation of the changes in self-concepts regarding these two subjects was low; (2) The students’ self-concepts regarding various subjects exhibited significant differences. Slight differences were observed among students regarding Chinese self-concepts, and there were clear differences among these participants regarding English self-concepts; (3) All participants had low science self-concepts, and this decreased the most in the 2-year learning process; (4) General self-concepts positively increased among the gifted and normal students; among the academic self-concepts, however, only Chinese self-concepts remained positive, whereas the other academic selfconcepts exhibited negative changes; (5) The math, science and English self-concepts involving group invariance in the multi-group latent growth curve model were not satisfied; (6) In comparison with the self-concepts of other subjects, the math self-concepts of the gifted students were the highest; (7) In comparison with the change of self-concepts in various subjects, the science and English self-concepts of the normal students decreased the most; (8) Boys’ math and science self-concepts were higher than girls’ self-concepts in these subjects, and girls’ Chinese and English self-concepts were higher than boys’ self-concepts in these subjects. However, no significant difference was observed between genders regarding general self-concepts. Conclusion/Implications: Based on the results, this paper proposes several suggestions for educators and future researchers: (1) Research should focus on effective education to promote students’ self-concepts; (2) Teachers could help students to learn English by consistently adopting a positive attitude; (3) The multigroup latent growth curve model for boys and girls should be examined; (4) The grouping of gifted students and the gap between the number of participants should be addressed. This research can be used to classify gifted students into different groups in the future.