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題名：Change in Academic Self-Concept and Its Relation with English Proficiency
書刊名：慈濟大學人文社會科學學刊
作者：劉慧如
作者(外文)：Liu, Hui-ju
出版日期：2009
卷期：8
頁次：頁220-241
主題關鍵詞：學習成就；英語能力；學業自我概念；Academic achievement；English proficiency；Academic self-concept
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本研究主要探討學生的學業自我概念與語言能力在歷經一學年的能力分班後的改變，與這兩變項的改變之間的關聯性。研究樣本包括101位大學一年級的學生，他們分別在學年初及結束時完成一份英文學業自我概念的量表、英語聽力與閱讀能力的測驗。本調查目的是在研究下列三個問題：(1)能力等級與學業自我概念的改變或英語能力的改變是否有顯著的關聯？(2)學業自我概念的改變是否會對學生英語能力的表現存在有顯著效果？(3)學生英語能力表現的改變是否會對學生的學業自我概念產生顯著效果？研究結果顯示能力等級無論與學業自我概念的改變或英語能力的改變都沒有顯著的關聯，學業自我概念的改變方向對學生英語能力的表現不造成顯著影響，學生英語能力表現的改變方向亦不對學生學業自我概念產生顯著效果。學生英語學業自我概念在經歷一段時間有提昇者並不侷限只有高英語能力等級者。結果也顯示低英語能力等級的學生其學業自我概念在研究期間有較為顯著的提升，高英語能力等級的學生其自我概念相較之下則較為穩定。整體樣本的英語能力成績在一年後有顯著的進步，但學業自我概念的前後則只在有顯著差異的邊緣。
This study aims to examine the changes in students' subject-specific self-concept and language performance over time and their relationship with each other. The sample consisted of 101 college freshmen drawn from three different levels of ability-grouped English classes. They were tested at the beginning and end of their first school year for their academic self-concept, English listening, and reading proficiency. The purpose of the investigation is to determine (1) whether proficiency level has a significant relation with students' change in academic self-concept or English performance over time, (2) whether the change in students' academic self-concept has any effect on students' overall English performance, and (3) whether the change in students' language performance has any effect on their academic self-concept. The findings show that level does not have a significant relation with change in either students' academic self-concept or English proficiency. Over time, direction of change in English self-concept does not have significant effect on students' English performance, nor does the direction of change in students' English proficiency have significant effect on their academic self-concept. Students whose English self-concept increases are not limited to the ones who have higher English proficiency scores. The results also show that lower-performing students' academic self-concept is more pronouncedly improved during the study, as compared with the other two levels of students. Higher-ability students tend to have more stable academic self-concept. Whereas the English proficiency of the total sample significantly improved, their pre- and post-academic self-concept scores are on the margin of being significantly different.
期刊論文
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4.Marsh, Herbert W.(1994)。Using the National Longitudinal Study of 1988 to Evaluate Theoretical Models of Self-Concept: The Self-Description Questionnaire。Journal of Educational Psychology，86(3)，439-456。  new window
5.Marsh, H. W.、Byrne, B. M.、Yeung, A. S.(1999)。Causal ordering of academic self-concept and achievement reanalysis of a pioneering study and revised recommendations。Educational Psychologists，34(3)，155-167。  new window
6.Marsh, H. W.、Chessor, D.、Craven, R.、Roche, L.(1995)。The effects of gifted and talented programs on academic self-concept: The big fish strikes again。American Educational Research Journal，32(2)，285-319。  new window
7.Marsh, H. W.、Relich, J. D.、Smith, I. D.(1983)。Self-concept: the construct validity of interpretations based upon the SDQ。Journal of Personality and Social Psychology，45(1)，173-187。  new window
8.Marsh, H. W.、Trautwein, U.、Lüdtke, O.、Köller, O.、Baumert, J.(2005)。Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering。Child Development，76(2)，397-416。  new window
9.Cheung, C. K.、Rudowicz, E.(2003)。Academic outcomes of ability grouping among junior high school students in Hong Kong。The Journal of Educational Research，96(4)，241-254。  new window
10.Liu, W. C.、Wang, C. K. J.、Parkins, E. J.(2005)。A Longitudinal Study of Students' Academic Self-Concept in a Streamed Setting: The Singapore Context。British Journal of Educational Psychology，75，567-586。  new window
11.Marsh, H. W.、Kong, C.-K.、Hau, K.-T.(2001)。Extension of the intemal/extemal frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students。Journal of Educational Psychology，93(3)，543-553。  new window
12.Bong, M.、Clark, R. E.(1999)。Comparison between self-concept and self-efficacy in academic motivation research。Educational Psychologist，34(3)，139-153。  new window
13.Byrne, B. M.(1984)。The general/academic self-concept nomological network: A review of construct validation research。Review of Educational Research，54(3)，427-456。  new window
14.Byrne, B. M.、Shavelson, R. J.(1987)。Adolescent self-concept: Testing the assumption of equivalent structure across gender。American Educational Research Journal，24(3)，365-385。  new window
15.Chapman, J. W.、Tunmer, W. E.(1997)。A longitudinal study of beginning reading achievement and reading self-concept。British Journal of Educational Psychology，67，279-291。  new window
16.Kurtz-Costes, B. E.、Schneider, W.(1994)。Self-concept, attributional beliefs, and school achievement: A longitudinal analysis。Contemporary Educational Psychology，19(2)，199-216。  new window
17.Marsh, H. W.(1986)。Verbal and mathematics self-concepts: An internal/external frame of reference model。American Educational Research Journal，23(1)，129-149。  new window
18.Marsh, H. W.、Hau, K.-T.、Kong, C.-K.(2002)。Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students。American Educational Research Journal，39(3)，727-763。  new window
19.Marsh, H. W.、Yeung, A. S.(1997)。Coursework selection: Relations to academic self-concept and achievement。American Educational Research Journal，34，691-720。  new window
20.Marsh, H. W.、Yeung, A. S.(1998)。Longitudinal Structural Equation Models of Academic Self-concept and Achievement: Gender Differences in the Development of Math and English Constructs。American Educational Research Journal，35(4)，705-738。  new window
21.Tieso, C. L.(2003)。Ability grouping is not just tracking anymore。Roeper Review，26(1)，29-37。  new window
22.Choi, N.(2005)。Self-efficacy and self-concept as predictors of college students' academic performance。Psychology in the Schools，42(2)，197-205。  new window
23.Marsh, H. W.(1990)。The structure of academic self-concept: The Marsh/Shavelson model。Journal of Educational Psychology，82(4)，623-636。  new window
24.Byrne, B. M.(1990)。Self-concept and academic achievement: Investigating their importance as discriminators of academic track membership in high school。Canadian Journal of Education，15(2)，173-182。  new window
25.Marsh, H. W.、Byrne, B. M.、Shavelson, R. J.(1988)。A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement。Journal of Educational Psychology，80(3)，366-380。  new window
26.Strein, W.(1993)。Advances in research on academic self-concept: Implications for school psychology。School Psychology Review，22(2)，273-284。  new window
27.Marsh, H. W.(1989)。Age and sex effects in multiple dimensions of self-concept: preadolescence to early adulthood。Journal of Educational Psychology，81(3)，417-430。  new window
28.Marsh, H. W.、Yeung, A. S.(1997)。Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data。Journal of Educational Psychology，89(1)，41-54。  new window
29.Bong, Mimi、Skaalvik, Einar M.(2003)。Academic self-concept and self-efficacy: How different are they really?。Educational Psychology Review，15(1)，1-40。  new window
30.De Fraine, Bieke、Van Damme, Jan、Onghena, Patrick(2007)。A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach。Contemporary Educational Psychology，32(1)，132-150。  new window
31.Muijs, R. D.(1997)。Predictors of academic self-concept on academic achievement and academic self-concpt: a longitudinal perspective。British Journal of Educational Psychology，67，263-277。  new window
32.Rost, D. H.、Schilling, S. R.、Sparfeldt, J. R.、Dickhäuser, O.(2005)。Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach。Learning and Instruction，15，557-570。  new window
圖書
1.Redd, Z.、Brooks, J.、McGarvey, A. M.(2001)。Background for community level work on educational adjustment in adolescence: Reviewing the literature on contributing factors。Washington, D.C.：Child Trends。  new window
單篇論文
1.Strein, W.(1995)。Assessment of self-concept，http://www.ericdigests.org/1996-3/self.htm。  new window
其他
1.Huitt, W.(2004)。Self-concept and self-esteem，http://chiron.valdosta.edu/whuitt/col/regsys/self.html。  new window
 
 
 
 
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