academic self concept
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Education Journal |itf 3MK. Vol. 25, No. 1, Summer 1997 The Chinese University of Hong Kong 1997
976)^
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S e l f - D e s c r i p t i o n Q u e s t i o n a r i e s
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( M a r s h & Hoceva r, 1985 ; M arsh & Shave l son ,
M a r s h , B y r n e a n d S h a v e l s o n ( 1 9 8 8 ) J U 5 D ^ A r l
ffi H g ^ : IH friJ g 5c m fi ft ( SDQ I I I , the Se l f -Concep t of
A b i l i t y Scale , the A f f e c t i v e Pe r c e p ti o n I n v e n t o r y )
p : f (gene ra l s c h o o l ) y $ % H i , t
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PS^M ;( in te rna l /ex te rna l f rame of r e f e r e n c e m o d e l )
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1989) - Re n i c k and
& H ar t e r, 1985; Renick & H a r t e r
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Acad emic Se l f -Concep t : I t s St ruc tu re , Mech an ism an d Rela t ion toAc a d e m ic Ac h ie v e m e n tLI X iaodong
b str ct
This paper reviews academic self-concept research based on Shavelson et al. 's
model. Generally, researchers agree that academic self-concept is a multidimensionaland hierachical structure. The frame of reference plays an important 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 notcorrelated with non-academic self-concept. The causal relationship betw een acade-
mic achievement an d academic self-concept is not clear. Th e author explores theimplications of the general findings of academic self-concept for educational practice
and gives some suggestions for developing academic self-concept research in China.
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