本研究以小升初择校问题为现实背景，选择教育分流为切入点，以同化效应和参照效应为理论框架，运用调查研究方法，抽取北京某区6所学校，530名初二学生作为研究对象，考察了教育分流对于学生个体数学自我概念的影响。具体说来，笔者是在已有理论框架下，通过考察学校层次类型和学校平均数学成绩对于学生数学自我概念的影响，并结合学生个体的数学成绩，来间接考察教育分流对于学生数学自我概念的影响。本研究主要得到以下四个结论：1、发现了支持参照效应的证据。本研究的实验数据倾向于表明，在个体数学成绩一定的情况下，学校平均数学成绩能显著地负向预测学生数学自我概念。2、没有发现支持同化效应的证据。本研究的数据表明，学校层次类型与学生数学自我概念的关系微弱，学校层次类型并不能显著地预测学生数学自我概念。3、没有发现支持Marsh等人所提到的网状效应模型的证据。当我们同时考虑学校层次类型、学校平均数学成绩和学生个体数学成绩时，本研究的数据并不支持如下的结论：学校层次类型显著地正向预测学生数学自我概念，同时学校平均数学成绩能显著地负向预测学生数学自我概念。4、我国学者郭成所编制的数学自我概念量表具有高的信效度，可以作为测量学生数学自我概念一个重要的工具加以应用。本研究将教育分流和学业自我概念相结合，丰富了教育分流和学业自我概念两个研究领域在我国的研究思路。同时研究过程中本土化测量工具的使用，将为自我概念测量工具的本土化发展提供必要的研究数据。

In some big cities of China, it’s familiar for us to meet some parents slecting schools for their children .What’s the effect of the action for their children? In the present study, we used 530 students of Grade 8 in one district of Beijing to examine how tracking effects students’ math self-concept.In the present study, we get four conclusions as follows,First, the school-average math achievement may negatively predict students’ math self-concept when the individual math achievement is used as a predictor variable.Second, the school type can not positively predict students’ math self-concept when the individual math achievement is used as a predictor variable. Third, when we include students’ math achievement, the school-average math achievement and the school type at the same time , the school-average math achievement can not negatively predict students’ math self-concept and the school type also can not positively predict students’ math self-concept.The last, Guo Cheng’s scale of measuring students’ math self-concept has a high reliability and validity. In the present study, we extend the research of tracking and academic self-concept in China at the same time.Using the scale developmented by a China researcher is helpful for the development of sacle about self-concept.