中文摘要：

目的：考察中学生自我评价的发展及其与学业成绩的关系。方法：使用Aboutme问卷与长处和困难问卷（SDQ）来调查中学生的自我评价水平，选取语文、数学、英语和总成绩作为学业成绩的指标，对自我评价和学业成绩进行了相关和回归分析。结果：初中生的学业自我评价要好于高中生；中学生自我评价的学业努力程度和学业能力与成绩间存在正相关。长处和困难方面只有总分对数学成绩的负向预测作用较大。结论：不同年级学生在自我评价的不同方面表现出不同特征，初二年级在学业自我评价和长处困难上的得分都较高；学业自我评价对学业成绩的预测作用较明显，本研究中发现对困难方面的自我评价与学业成绩间的关系较弱，但困难总分对数学成绩有一定的负向预测作用。

英文摘要：

Self-evaluation means that an individual assesses oneself in aspects of the physical self, the mental self and the social self, based on others＇ performance, others＇ evaluation on one＇s own, self-awareness and self-experience. Positive self-evaluation may encourage students to have some good non-intellectual academic characteristics. Many studies have found that there is a close relation between middle school students＇ non-intellectual academic characteristics and academic achievement. However, there is few study focus on the relationship between self-evaluation and academic achievement. The present study aimed to explore the development of middle school students＇ self-evaluation and the relationship between the self-evaluation and the academic achievements. About Me Questionnaire and Strength and Difficulty Questionnaire （ SDQ） were employed to measure the self-evaluation. The academic achievement was measured by the scores of Chinese, Maths, and English. Correlation and regression analyzes were conducted. It showed that the junior high school students＇ academic self-concept was better than that of the senior high school students＇. There was a statistically significant positive correlation between self-evaluated academic effort and academic achievement, and a statistically positive correlation between self-evaluated academic competence and academic achievement was also found. Furthermore, self-evaluated academic competence could predict the academic achievement better positively. As for SDQ, there was a statistically significant negative correlation between peer relation and Math score. A statistically significant negative correlation between hyperactivity/attention disorder and Math score was also found, but the relation between the total score of SDQ and Math score was not. Only the total score of SDQ could predict Maths score negatively. There were differences in self-evaluation with different grades of students; however, the junior two students＇ scores in most aspects were all higher t