初中生英语语音自我概念调查研究

ition of self-concept isfirstly reviewed. According to Marsh (1990), self-concept is closely related to a varietyof other self-constructs including anxiety, motivation, self-attribution, self-efficacy andso on.Shavelson, Hubner and Stanton (1976: 411) have proposed a definition ofself-concept as a series of self-perceptions, which could be formed through one’sexperience with the overall environment. Among those environmental factors,environmental reinforcement as well as the appraisals of others is of particularimportance. The definition is now widely accepted for the provision of a clear andconcrete description of self-concept and the indication that self-concept included boththe self-description component and the self-evaluation component.Markus and Wurf (1987) perceive the self-concept as a series of self-knowledge,which is continually active and always shifting.Pajares and Schunk (2005: 105) consider self-concept as a psychologicalconstruct. It includes a self-description judgment that is composed of a competenceevaluation and a feeling of self-worth, which is related to that very judgment.Wondimu and Bruinsma (2006) think that self-consistency and self-enhancementare both typical characteristics of self-concept. Self-consistency means beingconsistent with oneself while self-enhancement means the tendency to maintainpositive belief about oneself.
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2.2 Empirical Studies on Self-concept
Previous researches on the gender effect on self-concept and EPSC are reviewedas follows.Wylie (1979) summarized research conducted prior to 1977 and concluded thatthere was no evidence for gender differences in overall self-concept at any age level.She noted, however, that gender differences in specific components of self- conceptmight be lost in terms of the formation of a total score.Marsh (1989) suggested small gender effects are in favor of boys on aspects ofglobal measures, but larger, counterbalancing gender differences in more specificfacets of self were consistent with gender stereotypes.Jackson, Hodge, and Ingram (1994) examined the role that gender attitudesplayed in the relationship between gender and self-concept. Their findings indicate thatin specific self-concept dimensions, there are gender differences which were consistentwith gender stereotypes.Alfeld-Lirol and Sigelman (1998) investigated longitudinally gender differencesof 287 students from perspectives of their adaptation to college, real and idealself-concept and symptoms of depression. They found that there were no genderdifferences in self-concept before college, but males’ real self-concept became morepositive over the transition. While females were more discouraged than males at bothtimes, although depressive symptom scores increased in both genders.
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Chapter Three Research Design......... 20
3.1 Research Questions ....... 20
3.2 Research Subjects.......... 20
3.3 Research Instrument ...... 24
3.4 Data Collection and Analysis ...... 25
Chapter Four Results and Discussion....... 27
4.1 Description of EPSC...... 27
4.2 EPSC and English Achievement ........ 44
4.3 Implication of the Study ....... 54
Chapter Five Conclusion....... 56
5.1 Main findings.......... 56
5.2 Limitations of the Research and Suggestions for Futur