大夏讲坛

自我概念：积极心理学进化的基石

01讲座主题

  自我概念：积极心理学进化的基石

  （Academic Self-concept:Cornerstone of a Revolution in the Positive Psychology）

02 主讲人 

  Herb Marsh

  澳洲凯斯林大学教授，牛津大学荣休教授

03讲座时间

  11月7日上午9:30

04讲座地点

  逸夫楼报告厅

05讲座组织

  主办：人文与社会科学研究院  教育学部

  承办：教育学部教育心理学系

主讲人介绍

  Herb Marsh博士是澳大利亚凯斯林大学积极心理学与教育研究所教授，同时是牛津大学的名誉教授。他是全球ISI高被引学者，发表了800多篇学术论文，有150,000次以上引用，Google Scholar H指数为201。Marsh教授共同编辑了“国际自我研究进展”专题丛书系列。2021年和2022年，Marsh教授两次被认定为全球超过80000多名教育研究人员中被引用次数最高者。他曾获得美国教育研究协会的职业成就奖，并于2017年获得澳大利亚心理学协会颁发的杰出心理科学贡献奖（APS）。他创建并担任“自我研究中心”的主任，已经服务了25年，该中心拥有500多名成员，并在世界各地的顶尖大学设有卫星中心。

  Professor Herb Marsh (BA Hons, Indiana Univ; MA, Ph.D., UCLA; DSc UWestSyd; HonDoc, Ludwig Maximilians Univ Munich; HonDoc, Univ Helsinki) Professor of Psychology, Institute for Positive Psychology and Education, Australian Catholic University, and Emeritus Professor at Oxford University. He is an “ISI highly cited research with 800+ publications, 150,000+citations, and a Google Scholar H-index = 201, co-edits the International Advances in Self Research monograph series. In 2021 and again in 2022 Professor Marsh was recognized as the highest-ranked educational researcher in the world compared to a cohort of 80000+ educational researchers for both total career and calendar year citrations (https://doi.org/10.1371/journal. pbio.3000918). He was awarded a Career Achievement award by the American Educational Research Association and in 2017 the Distinguished Contribution to Psychological Science Award by the Australian Psychological Society (APS). He founded and has served as Director for 25 years of the SELF Research Centre that has 500+ members and satellite centres at leading Universities around the world.

讲座内容介绍

  积极心理学正在教育心理学领域掀起一场革命，强调健康、正常和杰出学生如何能够在教育中获得最大的收益。积极的自我信念是这场变革的核心。我对于自我概念的研究项目代表了实质性和定量方法的协同运用，应用和发展新的数量化方法，以更好地解决具有重要政策影响的实际问题。特别是在教育心理学领域，提升自我概念是一个重要目标。自我概念也是一种重要的中介因素，有助于实现其他理想的结果。在教育领域，例如，积极的学术自我概念既是一个非常理想的目标，也是促进后续学术成就的手段。然而，积极看待自己在选择、规划、坚持和随后的成就方面所带来的好处超越了传统的学科和文化界限。除了教育心理学领域之外，其他许多领域也进行了广泛的国际跨文化测试和支持，证明了主要理论模型的普适性。自我概念研究也是发展新的和不断演化的数量化方法的试验场。在这里，我的目的是提供一个关于我的自我概念研究的概述，我将探讨各种理论和方法问题，这些问题对于研究、政策和实践都具有实际意义。本次讲座的重点包括有：

   一、对BFLPE（学校平均成绩对自我概念的不利影响）的扩展，包括对学生、教师和家长教育期望和期待的负面影响，学校平均社会经济地位的作用，以及学校平均成绩对随后学生成就的虚假影响。

  二、将REM（学术自我概念和成就之间的相互关系）的扩展，将交叉滞后面板模型与没有随机截距和滞后效应的模型进行对比，以及同时影响的模型。

  三、将I/E（内外参照模型）的扩展，显示高语文成就导致高语文自我概念，但降低数学自我概念（反之亦然，数学成就对应数学自我概念的影响），以及这在一定程度上解释了所谓的STEM课程选择的性别悖论。

  四、一个整合模型，包括这三种效应。

  There is a positive psychology revolution sweeping educational psychology, emphasizing how healthy, normal, and exceptional students can get the most from education. Positive self-beliefs are at the heart of this revolution. My self-concept research program represents a substantive-quantitative synergy, applying and developing new quantitative approaches to better address substantive issues with significant policy implications. Particularly in educational psychology, self-concept enhancement is a major goal. Self-concept is also an essential mediating factor that facilitates attaining other desirable outcomes. In education, for example, a positive academic self-concept is both a highly desirable goal and a means of facilitating subsequent academic accomplishments. However, the benefits of feeling positive about oneself concerning the choice, planning, persistence, and subsequent accomplishments, transcend traditional disciplinary and cultural barriers. Perhaps more than any other area within educational psychology, there are extensive international cross-cultural tests and support for the generalizability of the major theoretical models in the discipline. Self-concept research has also been a testing ground for developing new and evolving quantitative methodologies. My purpose here is to provide an overview of my self-concept research in which I address diverse theoretical and methodological issues with practical implications for research, policy, and practice. Highlights include:

l  Extensions of the BFLPE (adverse effects of school-average achievement on self-concept) to include negative effects on student, teacher, and parent educational aspirations and expectations, the role of school-average SES, and phantom effects of school-average achievement on subsequent student achievement.

l  Extensions of the REM (reciprocal relations between academic self-concept and achievement) juxtaposing cross-lag panel models with and without random intercepts and lag2 effects, and models of simultaneous (lag0) effects.

l  Extensional of the I/E (internal/external frame-of-reference model) showing that high verbal achievement detracts leads to high verbal self-concept but lowers math self-concept (and vice-versa for math achievement) and how this explains in part so-called Gender Paradox in STEM coursework selection

l  An integrative model incorporating all three of these effects.

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