Self-concept

Shavelson et al. (1976) argued that self-concept is an individual’s integration of experiences in the environment with other people’s appraisals, self-explanation, and self-attribution to develop subjective self-opinion or self-image, namely, the method for an individual to view himself/herself, a method for an individual to describe himself/herself. Self-conceptisan individual’s overallevaluation on oneself. It is the responding method determined by an individual according to his/her perception, understanding and evaluation of the environment. Individuals can develop good adaptability based on self-perception, an understanding of people and objects, and the establishment of interpersonal and interactive relationships with the surrounding environment. Therefore, self-concept becomes the basis of life adjustment. A person with a clear, explicit, and aggressive self-concept can understand and please oneself, and maintain a good contact with the environment, accurately perceive the situation of the environment, evaluate the difficulty of matters, and effectively overcome and solve problems (Dusek, 1996). Plucker and Stocking (2001) suggested that the basic meaning of self-concept is an individual’sopinion orseriesofopinionson oneself. Self-concept is the key factor for studying human behavior, and an important core for the construction of personality. To university students who are at the stage of seeking self-identification, self-concept is a particularly important aspect for their development. Zhang and Li (2010) suggested that the self-concept of university students develops a relatively stable level

during the college period. If university students can have a clear understanding of themselves, it will be significantly beneficial to their learning and career planning.

LaBenne and Greene (1969) suggested that, in a broad sense, self-concept representsan individual’sself-perception.In a narrow sense,itrefersto an individual’s identification, attitude, and affection for his/her ability, appearance, social acceptance, emotion, and skill. Franken (1988) indicated that self-concept is not inherent, but is gradually developed after an individual is exposed to external environments and experiences through complicated interactions. Moreover, self-concept has a significant influenceon an individual’smotivation and action.To reducethegap between thereal self and ideal self, an individual will trigger one’sstrong motivation and action to realize one’sinner objectives and ideas. Moreover, self-concept can be developed through learning in the self-development process. Therefore, it is the aggregation of various attitudes and thoughts of an individual toward oneself and the environment (Canfield &

Wells, 1994). Pintrich and Schunk (2002) found that individuals’self-concept is correlated with their action motivation. People with a high self-concept usually possess a higher achievement motivation, and are more willing to engage in learning. However, the learning motivation and ambition of those with a low self-concept are lower.

Shavelson et al. (1976) used a hierarchical model structure to explain self-concept, and divided it into an academic self-concept and a non-academic self-concept, as shown in Figure 2.1. The former is divided into English, history, mathematics, and science, while the latter is divided into social self-concept, emotional self-concept, and physical self-concept. Social self-concept is subdivided into peers and significant others.

Emotional self-concept is subdivided into particular emotional states. Physical self-concept is subdivided into two aspects, physical ability and physical appearance.

Figure 2.1 Hierarchical model of self-concept (Shavelson et al. 1976)

Shavelson et al. (1976) suggested that the existence of self-concept is similar to the intellectual ability hierarchical model proposed by Verson (1950), and that diversified phenomena will be developed owing to the difference in domains. Moreover, similar domains will aggregate to form the self-concept of a higher hierarchy. Therefore, individuals’overallself-concept is a complicated combination. Shavelson et al. (1976) suggested thatbecauseadolescenceisthekey stageofdevelopment,students’personal experiences and the objects they interact with are the main causes for the differentiation of self-concept. Because school life is a very important source of experiences for adolescents and learning is the center of life during this period, the structure of self-concept can be divided from general self-concept into academic and non-academic self-concept. Academic self-concept is divided into the self-concept of language and mathematics according to the differences in subjects. Non-academic self-concept is divided into physical, emotional, and social self-concept. Moreover, these self-concept are further divided into aspects such as peers, parents, appearance and physical ability, according to the differences in life experiences and objects individuals interact with.

In recent years, considerable research has explored the role of self-concept in the academic domain (Linnenbrink, 2006; Marsh et al., 2003), demonstrating its importance with respect to self-regulated learning, achievement motivation, course enrollment, and career-related decision-making (Schutz & Pekrun, 2007; Skaalvik & Skaalvik, 2008;

Goetz et al.,2010).Pintrich and Schunk (2002)found thatan individual’sself-concept is significantly correlated with his/her motivation. People with a high self-concept usually possess a higher motivation and are more willing to engage in learning. People with a low self-concept usually possess a lower motivation and ambition. Strein (1993) indicated that self-concept is more than the reflection of the many behaviors and performances of an individual. A positive self-concept is also an important method for developing behavior that meets social expectations because a positive self-conceptcan improveindividuals’ behavior and performance in various aspects. Consequently, whether students’ self-concept is positive significantly affects their learning motivations. The cultivation of students’positiveand aggressiveself-concept is not only beneficial to improving learning motivation, but also indirectly affects academic achievements.