高中生语文数学英语学科学习归因特点及其对学业成绩影响的比较研究
发布时间：2018-12-16 06:47
【摘要】：在当前课程改革的背景下,开展高中生语文、数学、英语三个学科学习归因的调查,探讨高中生学习行为归因方式、特点及其与学业成绩的关系具有重要意义。调查表明,高中生对三个学科的学习归因都是以内部可控归因为主,其次为内部不可控归因,再次为外部不可控归因,最后为外部可控归因。分析发现,语文学习的内部可控因子在文、理科生上存在显著差异,数学学习的内部可控因子在文、理科生及是否班干部上均存在显著差异。另外,高中生学习归因与学业成绩存在显著相关并对其学业成绩有预测作用。
[Abstract]:Under the background of the current curriculum reform, it is of great significance to investigate the attribution of learning behaviors of senior high school students in three subjects, Chinese, mathematics and English, and to explore the characteristics of attribution of learning behavior and their relationship with academic achievement. The investigation shows that the learning attribution of high school students to the three subjects is mainly internal controllable attribution, followed by internal uncontrollable attribution, external uncontrollable attribution, and finally external controllable attribution. It is found that there are significant differences between the internal controllable factors of Chinese learning and those of science students, while the internal controllable factors of mathematics learning are significant differences in literature, science students and class cadres. In addition, high school students' learning attribution has significant correlation with academic achievement and can predict their academic achievement.
【作者单位】： 秦皇岛市第一中学;北京市京源学校;
【分类号】：G442
[Abstract]:Under the background of the current curriculum reform, it is of great significance to investigate the attribution of learning behaviors of senior high school students in three subjects, Chinese, mathematics and English, and to explore the characteristics of attribution of learning behavior and their relationship with academic achievement. The investigation shows that the learning attribution of high school students to the three subjects is mainly internal controllable attribution, followed by internal uncontrollable attribution, external uncontrollable attribution, and finally external controllable attribution. It is found that there are significant differences between the internal controllable factors of Chinese learning and those of science students, while the internal controllable factors of mathematics learning are significant differences in literature, science students and class cadres. In addition, high school students' learning attribution has significant correlation with academic achievement and can predict their academic achievement.
【作者单位】： 秦皇岛市第一中学;北京市京源学校;
【分类号】：G442
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