心理与行为研究

心理与行为研究 ›› 2003, Vol. 1 ›› Issue (4): 278-282.

• 论文 • 上一篇    下一篇

中学生学业成就归因与学习动力的相关研究

吕勇1,阴国恩1,练永文2   

  1. 1 天津师范大学心理与行为研究中心,天津 300074;
    2 天津师范大学高职学院,天津 301700
  • 收稿日期:2003-05-08 出版日期:2003-12-20 发布日期:2015-01-21
  • 作者简介:吕勇,男,天津师范大学心理与行为研究中心教授。

A CORRELATION STUDY OF MIDDLE-SCHOOL STUDENTS′ STUDY ACHIEVEMENT ATTRIBUTION AND LEARNING MOTIVITY

Lv Yong1,Yin Guo′en1,Lian Yongwen2   

  1. 1 Research Center of Psychology and Behavior, Tianjin Normal University, Tianjin 300074;
    2 Vocational College of Technology of Tianjin Normal University, Tianjin 301700
  • Received:2003-05-08 Online:2003-12-20 Published:2015-01-21

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摘要： 用自编问卷对913名中学生学业成就归因和学习动力状况进行了调查,发现：（1）整体上看中学生较多使用内在原因和可控原因解释自己的学习成绩;（2）不同性别和不同年级学生有不同的归因倾向;（3）归因倾向与学习动力有明显联系,使用因子分析法得到“自挫因子”对学习动力有很大的消极影响。本文还就如何进行归因训练进行了讨论。

关键词: 归因, 学习动力, 学习成绩, 中学生

Abstract: Using self-developed questionnaire, we investigated 913 middle school students′ achievement attribution and learning motivity. What the results showed are as follows: 1. As a whole, middle school students more often attribute their learning performance to internal and controllable reasons. 2. The attribution trends are different among the different grade and between the gender. 3.The attribution trends are connected closely with learning motivity. Factor analysis showed that self-defeating factor has a great negative effect on learning motivity. The way of attribution training was also discussed finally.

Key words: attribution, learning motivity, academic achievement, middle school students

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