中学生物理考试成败归因特点研究

发布时间：2018-01-30 08:39

本文关键词： 高中生物理学习考试成败归因　出处：《曲阜师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：在修订半封闭式归因问卷并编制原因属性调查问卷的基础上,形成中学生物理考试成败归因问卷,以此问卷为工具,以723名山东省高中生为被试,以物理学科的考试为成就情境,探讨高中生考试成败归因特点。研究结果表明:(1)高中生普遍认为学习方法、兴趣、能力、临时努力、基础、班级学习氛围、课程难度等原因是稳定的,同学帮助与运气是不稳定的;而对于平时努力、答卷策略、考试情绪、教师教学、家庭、考题难度等原因,自我评价成功的高中生多数认为是稳定的,自我评价失败的高中生则多数认为是不稳定的。高中生普遍认为平时努力、学习方法、临时努力、考试情绪、基础、教师教学、同学帮助、家庭等原因都是可控的,能力与运气是不可控的;而对于兴趣、答卷策略、班级学习氛围、课程难度、考题难度等原因,有的认为可控,有的认为不可控。(2)总的看来,山东省高中学生对物理考试结果倾向于作内部归因,他们把平时努力、学习方法等看作是影响考试结果的最重要的原因,并且认为这是内部、自己可以控制的原因;把考试情绪、基础、答卷策略、兴趣等看作是较为重要的原因,而且他们较一致地认为基础、兴趣是稳定的,考试情绪是可控的。(3)自我评价成功者与自我评价失败者对考试结果的归因有明显差别。成功者看重多数原因对考试结果的影响,而失败者只把学习方法、平时努力等少数几个原因看作是导致其失败的重要原因;成功者把教师教得好视为自己取得好成绩的重要原因,而失败者未把教师教得不够好看作自己没有取得好成绩的重要原因。成功者肯定了“教师教得好”的事实,并且认为它是稳定的,不容易发生变化的;失败者认为不存在教师教得不够好而是自己没学好,或者即使存在也只是偶然情况,他们认为“教师教得不够好”是不稳定的,容易改变的。(4)高中生对物理考试结果的归因有比较明显的性别、校际差异,年级特征不太明显。(5)高中生尤其是女生的考试成败归因存在自我贬损的归因倾向,不存在自我防御归因倾向。
[Abstract]:On the basis of revising the semi-closed attribution questionnaire and compiling the reason attribute questionnaire, the success or failure attribution questionnaire for the physics examination of middle school students was formed. The questionnaire was used as a tool and 723 senior high school students in Shandong Province as the subjects. Taking the examination of physics as the achievement situation, this paper discusses the attribution characteristics of high school students' success or failure. The results show that high school students generally think of learning methods, interests, abilities, temporary efforts and foundations. Class learning atmosphere, curriculum difficulty and other reasons are stable, classmates help and luck is unstable; For the usual hard work, answer strategy, examination mood, teachers' teaching, family, examination difficulty and other reasons, self-evaluation of the success of high school students are considered to be stable. The high school students who failed in self-evaluation mostly thought that they were unstable. High school students generally think that they usually work hard, study method, temporary effort, examination emotion, foundation, teacher teaching, classmate help. Family and other reasons are controllable, ability and luck is not controllable; For interest, answer strategy, class learning atmosphere, course difficulty, the difficulty of the examination questions, some think controllable, some think uncontrollable. Senior high school students in Shandong Province tend to make internal attribution to the results of physics examinations. They regard their efforts and methods of study as the most important reasons that affect the results of the examinations, and consider this to be internal. The reason that oneself can control; The test mood, the basis, the answer strategy, the interest and so on are considered as the more important reason, and they agree that the foundation, the interest is stable. There is a significant difference between the self-evaluation winners and the self-evaluation losers in the attribution of the test results. The winners value the influence of most factors on the test results, while the losers only study the methods. A few reasons, such as hard work in peacetime, are regarded as the important reasons leading to its failure; Successful teachers teach well as an important reason for their success. But the loser did not regard the teacher not being good enough as the important reason that he did not get the good result. The successful person affirmed the fact that "the teacher teaches well", and thought that it is stable, not easy to change; Losers believe that there is no teacher who is not good enough but that they don't learn well enough, or that even if they do exist, it is only an accident that they think that "teachers are not good enough" is unstable. Easy to change. 4) Senior high school students' attribution to physics examination results has obvious gender, inter-school differences. High school students, especially female students, had a tendency of self-derogatory attribution and no tendency of self-defense attribution.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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