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明女子中学高中生归因信念调查,教育技术论文

来源:硕士论文网
  

  关键词:归因理论 动机 归因信念 英语学习 昆明论文 硕士毕业论文

【中文摘要】 近年来,已经有越来越多的教师意识到动机是学生学习过程中最强有力的影响因素。美国社会心理学家韦纳发现人们对将来的目标期望受他们对过去成败所做归因的影响。因此,归因信念能反映出学生的学习动机。自上世纪八十年代归因理论运用于教育心理学领域以来,现已成为解释学习动机最有系统的理论(张春兴,1996)。 本次研究是在昆明女子中学进行的,受试者是该校的高中学生,包括高中三个年级的两种不同学生—来自不同边远山区、不同民族的贫困家庭学生组成的春蕾班和来自本市学生组成的普通班。研究的目的在于:1)调查该校学生所持归因信念;2)找出学生所持归因信念、学业成绩和学习动机之间是否相互关联。 本次研究所设计的问卷调查以多方位-多归因量表(the Multidimensional-Multiattributional Causality Scale)为基础,为了更有利于研究,同时也为了让受试者更好地理解问卷,作者对问卷做了删减和文字处理。作者用SPSS(10.0)数据处理系统分析了调查研究的结果并得出如下结论: 一、总体上看,绝大部分学生认为学习成绩和努力之间有互变关系,同时把成功归咎于能力,从这点来说,学生们持有积极的归因信念。但是,学生们倾向于把学习环境的好坏看作是学习成绩的主要原因。 二、春蕾班学生和普通班学生所持的归因信念明显不同,尤其是涉及到是否把学习成绩归咎在教师因素方面时。 三、高中三个年级在努力、能力、老师和运气方面所作归因均有显著差异。 四、在对学生们的学习成绩和归因信念做对比性研究之后发现:积极的归因信念有利于学生形成更强的学习动机,从而提高其学习成绩。 本研究为实际教学工作提出了如下启示:1)了解学生的归因信念可以帮助学生更好地对待她们的学习成绩;2)积极归因信念的形成不仅有有利于增强学生的学习动机,而且也能帮助学生建立适当的、积极的自尊心(Williams & Burden,2000);3)通过形成积极的归因信念,学生们将会逐渐正确地看待发生在她们生活中的事情,认为这些事情是可控制的。这不仅有利于她们现在的学习,也将对她们今后的学习和工作产生积极的影响。

【英文摘要】 In recent years, a lot of teachers have gradually realized that motivation is the most powerful influence on learning. Weiner, an American social psychologist, has discovered that people's future goal expectancy is affected by their ascriptions of the past experiences of successes and failures. Therefore, attributional beliefs can reflect students' motivation to learn, and attribution theory has become the most influential and systematic theory to explain the motivation to learn (Zhang, 1996) since its application to education in the 1980s.The present research is conducted in Kunming Girls' Middle School and the subjects are all senior students composed of two groups: the students from the Spring Bud Classes, most of whom are from minority ethnic groups in remote mountainous areas in Yunnan province and the other students from ordinary classes from the city of Kunming. The purposes of this research are: 1) to find out what attributional beliefs the students hold; and 2) to discover whether there is connection between the students' attributional beliefs and their learning results and the motivation to learn English.Based on the Multidimensional-Multiattributional Causality Scale (MMCS) (Lefcourt, 1981), the questionnaire is tailored and reworded to better serve the purposes of this research and to be better understood by the subjects. The personal information and their responses to the questionnaire are collected in this study. With the help of SPSS (10.0). the results of the research are analyzed and the findings are summarized as follows:1) Generally speaking, the students hold positive attributional beliefs. Most of them see their learning outcomes and effort covary, and they ascribe success to high ability. On the other hand, there is a tendency that context is perceived as a main cause for their learning outcomes.2) The differences in attributional beliefs held by the students of the Spring Bud Classes and the Ordinary Classes are salient, especially in the attribution to the factor of teachers.3) As far as the differences discovered 本论文由