The Research Of Attribution Training And Perceived Self-efficacy To Senior High School Students Of Grade One

Relationship between cause and effect is a law generally lying in national world and human society. The attribution of someone to something affect the latter motivate level and activity of behavior. Many home and abroad experts have many explain to attributional concept, theory and meaning. The studies of attribution have changed from the arguing stage to the testing stage. The studies of relationship of attribution and perceived self-efficacy are in full swing. But most of those are relational research or demonstrating research, lacking of the training research that can develop students' Perceived self-efficacy, the models of research being ideal, neglecting students' self-regulating ability, range of research being narrow and focusing on elementary school or junior middle school. So it is very meanful to explore an attributional training model that faces to high middle school students and can arouse activity.The fresh students of high middle school are made as object in this study where teacher-direct-attributional model and student-self-attributional model are used for five months in natural state. We inspect and compare the two models and explore the way that is suitable to high middle school students' attributional-training for improving attributional situation and learning's Perceived self-efficacy.The study is designed a front-back test. The joiners are distinguished among three groups: the first group is arranged to teacher-derect-attributional model that contain three methods: directional training, work analyzing and singal consulting; the second group is arranged to student-self-attributional training that contain discussing, signal consulting and self-training; the third group is only arranged no-relational test (as a contrasting group). We analyse the joiners' difference from learning Perceived self-efficacy, attributional situation and school-work's achievement and can find:1. Two attributional models are useful.Different attributional models canaffect different students' Perceived self-efficacy and attributional situation. Theability-attribution of self-attributionnal model can noablely improve the secondary achievemental or inner-contraling students' general Perceived self-efficacy and concrect subject's Perceived self-efficacy. Failure attribution and fortune attribution of teacher-attributional model can notablely improve student's concrect subjectal Perceived self-efficacy.Teacher-attributional model is useful to improving all inner or outer-contraling student's attributional situation.2. Each group's school work achievement has no notable difference in front training and back training, showing that attributional training can't affect school work achievement and the improvement of Perceived self-efficacy or attribution situation can't improve the shool work achievement.