学校联结性与高中生学业自我概念和自尊的关系：师生关系的中介作用.pdfVIP

Abstract Thisstudyused questionnairestoinvestigat 919high studentscom fromfourhigh schools in four urban areas in Jiangxi Provinc . Questionnaires’ construct validity was analyzed by correlation analysis, th interpretation of th questionnair reliability by Cronbach α coefficient. Using analysis of varianc to find out th differenc of high school students’ academic self-concept and self-est m in grade, gender and on whether th class leader. Using correlation and regression analysis to explor th links among school connectedness, teacher-students relationshipwithhighschoolstudent’sacademicself-conceptandth leveroftheirself-est m.To explor th intermediary rol of teacher-students relations betw n school connectedness and students’academicself-conceptandself-est mbystructuralequationmodel.Th resultsshow: First.high schoolstudents’academicself-conceptasawhol inth middl level(M3),high school students’ academic self-concept wer significantly different in grade(P=0.000); High school students’ academic self-concept wer no significant differences in sex; High school students’ academic self-concept wer significantly differences in whether th student is class cadr . Second.High schoolstudents’self-est mwasinth middl abov th overalllevel(M2.5), high school students’ self-est m was no significant different in grade(P=0.163); Ther wer significant differences in gender for high school students’ self-est m(P=0.000); High school studentsself-est mwer significantlydifferentonwhethertheyar classcadre(P=0.018). Third.Ther was a significant positiv correlation betw n school connectedness and high school students’ academic self-concept and its dimensions(P0.001),Self-est m and school conne