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題名：Investigating Academic Self-Concept among EFL College Students of Different Proficiency Levels
書刊名：明道學術論壇
作者：劉慧如
作者(外文)：Liu, Hui-ju
出版日期：2009
卷期：5:2
頁次：頁127-141
主題關鍵詞：學業自我概念；學習成就；性別差異；Academic self-concept；Academic achievement；Gender differences
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許多的研究結果顯示學業自我概念乃是學習成就的重要決定因素。本研究主要是分析不同能力等級的台灣EFL大學生的英語學業自我概念。研究樣本包括181位大學一年級的新生，他們在參與本研究前就已依其英語能力被編入不同等級的班級。統計方法的使用是在探究下列三個問題：(1)學生們對自己在英語學業方面的自信、努力與整體自我概念的認知是傾向較為正面或較為負面？(2)學生們對英語學業方面的自信、努力與整體自我概念的認知是否因不同能力等級而有顯著的差異?(3)學生的學業自我概念是否存在顯著的性別差異?研究結果顯示大多數的學生對於自己在學業努力方面的認知較為正面，但對與自信相關的問題態度則較為保留。能力等級對學生在英語學業方面的自信、努力與總的自我概念都存在有高度的顯著效果，初級班的學生得到這些變數的最低平均數，而高級班的學生得到最高平均數。唯一顯著的性別差異在於對學業方面努力的自我認知，女性在英語學業方面的努力顯著高於男性，她們也有較高的自信與學業自我概念，但差異並不顯著。
Findings in substantial research studies suggest that students' academic self-concept may be important determinants of their relative performance. This study intends to assess the English self-concept among college students of different proficiency levels in the Taiwanese EFL context. The subjects comprised 181 freshmen who were assigned to different groups for instruction on the basis of their English proficiency before participating in the study. Statistical methods were conducted to investigate: (1) how the full sample perceives their academic confidence, and academic effort, and overall English self-concept? in a more positive or negative direction? (2) whether there are significant differences in academic confidence, perceived academic effort, and overall self-concept among students of different ability levels, and (3) whether there are significant gender differences in academic self-concept. The research findings indicate that the majority of students perceive their academic effort in the positive direction, whereas they appear to have more reservations about questions concerning their perceptions of academic confidence. Also, ability level has a highly significant effect on students' academic confidence, effort, and overall self-concept, with low-ability students having the lowest mean values for these variables and high-ability students having the highest mean values. The only significant gender effect is for perceived academic effort. Females have significantly higher perceived academic effort than their male counterparts. They also have higher academic confidence and overall self-concept, although differences are not significant.
期刊論文
1.Ireson, J.、Hallam, S.(2008a)。Academicself-concepts in adolescence: Relations with achievement and ability grouping in schools。Learning and Instruction，18(4)，1-12。  new window
2.Ireson, J.、Hallam, S.(2008)。Raising standards: is ability grouping the answer?。Oxford Review of Education，25(3)，344-360。  new window
3.Kulik, C. –L. C.、Kulik, J. A.(1982)。Research synthesis on ability grouping。Educational Leadership，39(8)，619-621。  new window
4.Marsh, H. W.、Parker, J.、Barnes, J.(1985)。Multidimensional adolescent selfconcepts: Their relationship to age, sex and academic measures。American Educational Research Council，22，422-444。  new window
5.Sanchez, F. J. P.、Roda, M. D. S.(2003)。Relationships between selfconcept and academic achievement in primary students。Electronic Journal of Research in Educational Psychology and Psychopedagogy，1，95-120。  new window
6.Shavelson, R. J.、Hubner, J. J.、Stanton, G. C.(1976)。Self-concept: Validationi of construct interpretations。Review of Educational Research，46，407-441。  new window
7.Skaalvik, E. M.、Skaalvik, S.(2002)。Internal and external frames of reference for academic self-concept。Educational Psychologist，37(4)，233-244。  new window
8.Guay, F.、Marsh, H. W.、Boivin, M.(2003)。Academic self-concept and academic achievement: Developmental perspectives on their causal ordering。Journal of Educational Psychology，95(1)，124-136。  new window
9.Hansford, B. C.、Hattie, J. A.(1982)。The relationship between self and achievement/ performance measures。Review of Educational Research，52(1)，123-142。  new window
10.Ireson, J.、Hallam, S.、Plewis, I.(2001)。Ability grouping in secondary schools: Effects on pupils' self-concepts。British Journal of Educational Psychology，71(2)，315-326。  new window
11.Liu, W. C.、Wang, C. K. J.(2005)。Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school。Asia Pacific Education Review，6(1)，20-27。  new window
12.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
13.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
14.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
15.Marsh, H. W.、Kong, C.-K.、Hau, K.-T.(2000)。Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools。Journal of Personality and Social Psychology，78(2)，337-349。  new window
16.Marsh, H. W.、Kong, C. K.、Hau, K. T.(2001)。Extension of the internal/external 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
17.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
18.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
19.Muijs, R. D.(1997)。Predictors of academic achievement and academic self–concept: A longitudinal perspective。British Journal of Educational Psychology，67，263-277。  new window
20.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
21.Marsh, H. W.、Hau, K. T.(2003)。Big fish little pond effect on academic selfconcept: A cross-cultural (26 country) test of the negative effects of academically selective schools。American Psychologist，58，364-376。  new window
22.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
23.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
24.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
25.Marsh, H. W.(1990)。The structure of academic self-concept: The Marsh/Shavelson model。Journal of Educational Psychology，82(4)，623-636。  new window
26.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
27.Dai, David Yun(2001)。A comparison of gender differences in academic self-concept and motivation between high-ability and average Chinese adolescents。Journal of Secondary Gifted Education，13(1)，22-32。  new window
28.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
29.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
30.Marsh, H. W.、O'Neill, R.(1984)。Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents。Journal of Educational Measurement，21(2)，153-174。  new window
31.Wong, M. S. W.、Watkins, D.(2001)。Self-esteem and ability grouping: a Hong Kong investigation of the Big Fish Little Pond Effect。Educational Psychology，21(1)，79-87。  new window
32.Byrne, B. M.(1988)。Adolescent self-concept, ability grouping, and social comparison: Reexamining academic track differences in high school。Youth & Society，20(1)，46-67。  new window
其他
1.Strein, W.(1995)。Assessment of selfconcept，http://www.ericdigests.org/1996-3/self.htm。  new window
 
 
 
 
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