本文對以Shavelson等人(1976)的自我概念模式為主要依據的學業自我概念研究做 了較為系統的回顧。目前，普遍認為學業自我概念是一個多維度的等級結構，參照系在學業 自我概念形成過程中起重要作用。學習成績與學業自我概念的相關較大，與一般的自我概念 的相關較小，與非學業自我概念幾乎不相關。學習成績與學業自我概念的因果順序難以確定 。本文以這些研究結果為依據，對學業自我概念研究的實踐意義進行了探討，並提出了在中 國開展學業自我概念研究的幾點建議。

　　　　　This paper reviews acadmic self-concept research based on Shavelson et al. 's model. Generally, rsearchers agree that academic self-concept is a multidmensional and hierachicla structure. The frame of reference plays an importan role in the formation of academic self-concept. Academic achievement is substantially correlated with academic self-concept, less correlated with general self-concept, and almost not correlated with non-academic self-concept. The causal relationship between academic achievement and academic self-concept is not clear. The author explores the implications of the general findings of academic self-concept for educational practice and gives some suggestions for developing academic self-concept research in China.