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有人估计,全世界约有1.5亿学习不良儿童。Shaalvik研究表明学业成就与自我概念显著相关并对学业成就有一定的预测作用。而消极的自我概念会限制人们潜能的开发。本研究采用自我描述问卷对212名小学生的自我概念展开调查,结论为:学困组与非困组儿童在阅读、数学和总体学术自我概念上差异显著,而在一般学校表现上和非学术自我概念的各个维度上差异均不显著。因此在克服儿童学业不良的各种途径中,提高自我概念是核心。
Some estimate that there are about 150 million children with learning disabilities in the world. Shaalvik’s research shows that academic achievement is significantly related to self-concept and has a predictive effect on academic achievement. Negative self-concept will limit the development of people’s potential. In this study, self-concept questionnaire was used to investigate the self-concept of 212 primary school students. The conclusion was that children in learning-impoverished group and non-impaired group had significant differences in self-concept of reading, math and overall academic, while in general school performance and non-academic self The differences in concept in all dimensions are not significant. Therefore, to overcome the various ways in which children learn poorly, it is the core to improve self-concept.