学习不良初中生学业成败的归因训练研究

心理与行为研究 ›› 2019, Vol. 17 ›› Issue (4): 529-535.

学习不良初中生学业成败的归因训练研究

韩含¹, 李积鹏², 刘玉琳³, 宋文翠⁴

1. 山东师范大学心理学院, 济南 250014;
2. 天津职业技术师范大学学工部, 天津 300222;
3. 曲阜师范大学教育学院, 曲阜 273165;
4. 山东师范大学教育学部, 济南 250014

收稿日期:2018-02-27 出版日期:2019-07-20 发布日期:2019-08-08
通讯作者: 宋文翠
基金资助:
山东省社会科学规划研究项目（16CJYJ12）

The Efferct of Attribution Training to Students with Learning Disability in Junior Middle School

HAN Han¹, LI Jipeng², LIU Yulin³, SONG Wencui⁴

1. School of Psychology, Shandong Normal University, Jinan 250014;
2. Department of Student Affairs, Tianjin University of Technology and Education, Tianjin 300222;
3. School of Educational and Science, Qufu Normal University, Qufu 273165;
4. Faculty of Education, Shandong Normal University, Jinan 250014

Received:2018-02-27 Online:2019-07-20 Published:2019-08-08

摘要/Abstract

摘要： 选取初中二年级60名学习不良学生为研究对象，将其随机分为实验组和对照组，对实验组进行为期10周的归因训练，对照组进行同样时间的知识复习，探讨归因训练能否有效改变学习不良学生学业成败的不合理归因方式，结果表明，归因训练可以促使学习不良初中生的归因方式向积极方向转化，提高学习不良初中生对未来学习成功的期望，引起其情感反应的积极变化。

关键词: 学习不良, 归因方式, 归因训练

Abstract: In the present study, we explored whether attribution training effectively can change the irrational attributional styles of students with learning disability. Sixty students with learning disability were selected from second grade of junior middle school, and were randomly divided into the experimental group and the control group. Students in experimental group accepted 10 weeks attributional training while the students in control group were asked to reviewed the knowledge they had learned in this period. The results indicate that attributional training leads to positive transformation in academic attribution of students with learning disability in junior middle school, and positively improve their future successful expection and positive changes for emotional reaction.

Key words: learning disabilities, attributional style, attributional training

中图分类号:

B841.4

韩含, 李积鹏, 刘玉琳, 宋文翠. 学习不良初中生学业成败的归因训练研究[J]. 心理与行为研究, 2019, 17(4): 529-535.

HAN Han, LI Jipeng, LIU Yulin, SONG Wencui. The Efferct of Attribution Training to Students with Learning Disability in Junior Middle School[J]. Studies of Psychology and Behavior, 2019, 17(4): 529-535.

参考文献

陈秋平. (2016). 普通高中高三数学学习困难生转化的实践研究(硕士学位论文). 广州大学.
陈世英. (2011). 七年级学生抑郁症状认知易感因素的追踪研究及其教育启示(硕士学位论文). 湖南科技大学, 湘潭.
董妍, 俞国良, 周霞. (2013). 学习不良青少年与普通青少年学业情绪影响因素的比较. 中国特殊教育, (4), 42-47, doi:10.3969/j.issn.1007-3728.2013.04.009
冯菲菲, 韩仁生. (2012). 学习不良初中生考试成败归因特点的研究. 学理论, (11), 224-226, doi:10.3969/j.issn.1002-2589.2012.11.111
韩含, 李寿欣, 王慧萍. (2017). 抑郁倾向高中生归因训练的研究. 中国特殊教育, (10), 49-55, doi:10.3969/j.issn.1007-3728.2017.10.009
韩仁生. (2003). 韦纳的归因训练理论模式及其实施. 齐鲁学刊, (1), 56-58, doi:10.3969/j.issn.1001-022X.2003.01.014
韩仁生. (2010). 高中女生数学考试归因训练的实验研究. 教育学报, (1), 71-76, doi:10.3969/j.issn.1673-1298.2010.01.010
侯永梅, 胡佩诚, 陈汝青, 张远秋, 王丹丹, 张淑红, 陈耀琦. (2016). 基于归因训练的团体职业心理咨询对大学生职业成熟度的效果. 中国心理卫生杂志, 30(9), 657-663, doi:10.3969/j.issn.1000-6729.2016.09.005
胡艳. (2018). 初中生学习动机培养与激发的实验研究. 中小学心理健康教育, (7), 23-29, doi:10.3969/j.issn.1671-2684.2018.07.007
胡义秋, 詹林. (2011). 不同归因训练模式对高一学生学习自我效能感干预效果分析. 中国学校卫生, 32(2), 180-182
雷雳. (1997). 学习不良少年的心理健康状况. 心理发展与教育, 13(1), 49-53
李文雅, 娄兆文. (2018). 内高班学生化学学习困难的成因探究. 文化创新比较研究, 2(13), 177-179, doi:10.3969/j.issn.2096-4110.2018.13.103
刘东芝. (2014). 学习困难高中生归因训练的个案研究. 现代中小学教育, 30(3), 92-95, doi:10.3969/j.issn.1002-1477.2014.03.025
罗紫薇. (2017). 中学生学业成败归因特点研究综述. 现代职业教育, (18), 120-121, doi:10.3969/j.issn.2096-0603.2017.18.212
马慧霞, 张寒. (2013). 归因训练提高学生学业情绪的实验研究. 教育理论与实践, 33(30), 37-39
孟万金, 张冲, Wagner, R. K. (2016). 中国小学生学习困难评估量表的编制研究. 中国特殊教育, (11), 55-62, doi:10.3969/j.issn.1007-3728.2016.11.010
孙煜明. (1999). 考试成败结果的复合原因、情感反应和行为决定试探. 南京师大学报(社会科学版), (4), 71-75
徐淑燕, 杨宪华. (2014). 学习不良青少年英语学习焦虑的特点. 中国健康心理学杂志, 22(3), 447-449, doi:10.13342/j.cnki.cjhp.2014.03.056
邹敏. (2006). 初中生的考试成败归因特点与归因训练实验研究(硕士学位论文). 曲阜师范大学.
邹敏, 韩仁生. (2008). 高焦虑初二学生的归因训练实验研究. 中国心理卫生杂志, 22(5), 358-361, 371, doi:10.3321/j.issn:1000-6729.2008.05.013
Alizade, G., Kord Noghabi, R., & Nazari, N. (2013). Comparison of the effectiveness of attribution training, metaphor training, and attribution/metaphor training on optimism of school students. Knowledge & Research in Applied Psychology, 14(4), 61-72.
Anderson, C. A. (1991). Attributions as decisions:A two stage information processing model. In S. L. Zelen (Ed.), New models, new extensions of attribution theory. New York, NY:Springer, doi:10.1007/978-1-4612-3126-4_4.
Caemmerer, J. M., Cawthon, S. W., & Bond, M. (2016). Comparison of students' achievement:Deaf, learning disabled, and deaf with a learning disability. School Psychology Review, 45(3), 362-371, doi:10.17105/SPR45-3.362-371.
Chan, L. K. S. (1996). Combined strategy and attributional training for seventh grade average and poor readers. Journal of Research in Reading, 19(2), 111-127, doi:10.1111/j.1467-9817.1996.tb00092.x.
Chen, I. J., Wu, Y., & Wei, B. S. (2017). Effects of anxious emotions on the behavioral problems of Chinese children with learning difficulties. Quality & Quantity, 51(3), 1147-1165, doi:10.1007/s11135-016-0322-5.
Hilt, L. M. (2004). Attribution retraining for therapeutic change:Theory, practice, and future direction. Imagination, Cognition and Personality, 23(4), 289-307, doi:10.2190/WC91-VXQK-N665-2J2Y.
Stiensmeier-Pelster, J., & Heckhausen, H. (2018). Causal attribution of behavior and achievement. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 623-678). Cham:Springer, doi:10.1007/978-3-319-65094-4_15.
Tollefson, N., Tracy, D. B., Johnsen, E. P., Farmer, A. W., & Buenning, M. (1984). Goal setting and personal responsibility training for LD adolescents. Psychology in the Schools, 21(2), 224-233, doi:10.1002/(ISSN)1520-6807.
Weiner, B. (2012). An attribution theory of motivation. In P. A. M. van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 135-155). London:SAGE Publications.
Wilson, T. D., & Linville, P. W. (1982). Improving the academic performance of college freshmen:Attribution therapy revisited. Journal of Personality and Social Psychology, 42(2), 367-376, doi:10.1037/0022-3514.42.2.367.
Wilson, T. D., & Linville, P. W. (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personality and Social Psychology, 49(1), 287-293, doi:10.1037/0022-3514.49.1.287.

[1]	孙丕鹏卢建津李幼穗卜安康. 中学生好胜心培养的实验研究[J]. , 2006, 4(4): 297-300.
[2]	陈英和,赵延芹,王明怡,张可娟. 题目类型对加法认知策略选择影响的比较研究[J]. 心理与行为研究, 2005, 3(1): 1-4.
[3]	胡胜利. 归因方式对心理健康的影响及干预研究之概观[J]. 心理与行为研究, 2004, 2(2): 461-464.