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

Abstract

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

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

CLC Number:

B841.4

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.

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.

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