工科大学生学业自我概念和学业成绩的关系研究——以《数字电子技术》课程为例

Study on the Relationship between Academic Self-Concept and Academic Achievement in Engineering Undergraduates—Evidence from the “Digital Electronic Technology” Course

摘要: 学业自我概念和学业成绩的关系一直是教育心理学的一个热点，为探讨大学生学业自我概念与学业成绩的关系，以数字电子技术这门课程入口，采用一般学业自我概念量表对103名大二学生进行了调查。结合过去的研究发现：(1) 工科大学生的学业自我概念并不积极，学业成绩和学业自我概念在性别上没有显著差异，但在学业自我概念的分维度上具有性别差异。(2) 学业成绩只和学业自我概念中的学业成就价值维度相关，和其他分维度以及整体学业自我概念无关。(3) 将学生以学业自我概念分成高、低两组后，这两组的学业成绩具有显著差异。

Abstract: The interplay between academic self-concept and academic achievement has been a focal point of research in educational psychology. This study investigates the relationship between academic self-concept and academic achievement among engineering undergraduates, using the academic achievement of the course, Digital Electronic Technology. A total of 103 sophomore students were surveyed utilizing the General Academic Self-Concept Scale. The results revealed three key findings: (1) The academic self-concept of engineering students tends to be moderately low. No significant gender differences were found in overall academic self-concept or academic achievement; however, certain sub-dimensions of academic self-concept exhibited gender-based variance. (2) Academic achievement was significantly associated only with the “value of academic achievement” dimension, while no significant correlations were observed with other sub-dimensions or the overall academic self-concept. (3) When students were categorized into high and low academic self-concept groups, there is a significant difference between them in the academic achievement.