| 摘要: | 本研究旨在了解國小高年級學生自我概念與學業成就的現況，並考驗不同性別、年級、出生序、父母教育程度及父母職業的國小高年級學生在自我概念與學業成就的差異情形。同時，探討國小高年級學生自我概念與學業成就的相關性。
本研究取樣新北市大豐國民小學高年級學生370位為研究對象，有效問卷為351份。以「個人基本資料問卷」、「國小兒童自我概念量表」為研究工具，以百分比、次數分配、t 檢定、單因子變異數分析、雪費事後比較、皮爾遜積差相關為統計方法。茲將研究結論說明如下：
一、不同個人及家庭變項之國小高年級學生在自我概念上的差異性研究。
1.不同性別之國小高年級學生在身體自我概念上達到顯著性差異，且男生的身體自我概念優於女生。
2.不同出生序之國小高年級學生在家庭自我概念上達到顯著性差異，且老大的家庭自我概念優於獨生子女。
3.不同父親教育程度之國小高年級學生在外貌自我概念上達到顯著性差異，且父親教育程度為碩士、博士畢業者的國小高年級學生在外貌自我概念優於父親教育程度專科畢業者。
4.不同父親職業之國小高年級學生在學校自我概念上達到顯著性差異。
二、不同個人及家庭變項之國小高年級學生在學業成就上的差異性研究。
1.不同性別之國小高年級學生在國語領域的學業成就上達到顯著性差異，女生的國語領域學業成就高於男生。
2.不同年級之國小高年級學生在數學領域的學業成就上達到顯著性差異，五年級學生的數學領域學業成就高於六年級。不同年級之國小高年級學生在社會領域、自然領域的學業成就上達到顯著性差異，六年級學生的社會領域、自然領域學業成就高於五年級。
3.不同出生序之國小高年級學生在國語領域的學業成就上達到顯著 性差異，老么與獨生子女的國語領域學業成就優於中間排行。
4.不同父親教育程度之國小高年級學生在各領域學業成就和整體學業成就上達到顯著性差異，且普遍父親教育程度越高者，其學生學業成就亦較佳。
5.不同母親教育程度之國小高年級學生在各領域學業成就和整體學業成就上達到顯著性差異，且普遍母親教育程度越高者，其學生學業成就亦較佳。
6.不同父親職業之國小高年級學生在各領域學業成就和整體學業成就上達到顯著性差異，且普遍父親職業水準較低者，其學生學業成績較差。
7.不同母親職業之國小高年級學生在社會領域、自然領域的學業成就和整體學業成就上達到顯著性差異。
三、國小高年級學生自我概念與學業成就之相關性
1.自我概念各層面的相關情形：家庭自我概念與學校自我概念、身體自我概念以及情緒自我概念達到顯著性正相關。學校自我概念與外貌自我概念、身體自我概念以及情緒自我概念達到顯著性正相關。外貌自我概念與情緒自我概念達到顯著性正相關。
2.自我概念各層面與學業成就各科領域的相關情形：外貌自我概念與社會領域、自然領域的學業成就達到顯著性負相關。情緒自我概念 語數學領域、社會領域和自然領域的學業成就達到顯著性負相關。
3.學業成就中各科領域的學業成績相關情形：自我概念與學業成就的各科領域中之間的相關係數皆達到顯著性水準，兩兩之間均有顯著正相關。
本研究的最後，對學校教師、學生家長、學生以及後續相關研究者提出建議。
關鍵字：國小高年級學生、自我概念、學業成就
This study is to investigate elementary students' current situation of self-concept and academic achievement, testify the differences among these students' genders, grades, birth orders, parents'education levels and parents' occupations, and explore the correlation between the students' self- concept and academic achievement.
The process of data collection involved 370 5th and 6th students from DaFon Elementary School in New Taipei City and 351 vaild questionnaires were received. The measurement applied in this study includes Students' Basic Information and the Scale of elementary Student Self-Perception. The percentage, frequency distribution, t-test, one-way analysis of variance, scheffe test and Pearson product-moment are used to analyze the data. The research results are as below:
1. The difference study about the students' individual and family variables on self-concept.
(1) There are significant differences on genders as for the aspect of
physical self- concept. The boy students have better physical
self-concept than the girl students.
(2) There are significant differences on the students' birth order as for
the aspect of family self-concept. The first born has higher family self-concept than the only child.
(3) There are significant differences on the students' father education levels as for the aspect of appeareance self-concept. The students whose fathers are Master or Ph.D have better appeareance self-concept than those whose fathers are graduated from vocational school.
(4) There are significant differences on the students' father occupations as for the aspect of school self-concept.
2. The difference study about the students' individual and family variables on academic achievement.
(1) There are significant differences on genders as for academic achievement of Chinese. The girl students have higher Chinese grades than the boy students.
(2) There are significant differences on the students' grade as for academic achievement of Math. The 5th graders show higher academic achievement on math than the 6th graders. There are significant differences on different graders as for academic achievement of history and science. The 6th graders show higher academic achievement on history and science than the 5th graders.
(3) There are significant differences on the students' birth order as for academic achievement of Chinese.The youngest and the only child show better academic achievement on Chinese than the middle child.
(4) There are significant differences on the students' mother education levels as for all fields of academic achievement. The higher education the students' mothers have, the better academic achievement the students show.
(6) There are significant differences on the students' father education levels as for all fields of academic achievement. The lower education the students' fathers have, the worse academic achievement the students show.
(7) There are significant differences on the students' mother occuptions as for history, science, and the whole academic achievement.
3. The correlation between self-concept and academic achievement
(1) All the dimensions of self-concept: family self-concept, school self-concept, physical self-concept and emotional self-concept are positively correlated. School self-concept, appearence self-concept, physical self-concept and emotional self-concept are positively correlated. Appearence self-concept and emotional self-concept are positively correlated.
(2) The correlation between the dimensions of self-concept and all fields of academic achievement: appearence self-concept, history and science academic achievement are negatively correlated. Emotional self-concept and academic achievement of history and science are negatively correlated.
(3) The correlation among all the fields of academic achievement: self-concept and academic achievement are positively correlated.
The results can be used as a reference for teachers, parents, students and the future researcher.
Key words: elementary 5th and 6th graders, self-concept, academic achievement |
