Study On The Attribution Of Chemical Academic Success And Failure Of The High School Students And The Sense Of Self-efficacy

The attribution of academic success and failure and sense of self-efficacytheory are the focus of education science study. How to make use of these twotheories for educational services is the main subject of further exploration in thefield of education science.Since attribution study was started by F.Heider from the United States, ithad been further integrated and developed by psychologists such as Weiner. Theattribution study is becoming closer with education and life. Weiner thoughteveryone was trying hard to explain their behaviors, analyze the causation oftheir actions. Sense of self-efficacy was raised by the social learning theoristBandura, the theory means a subjective assumptions and judgments that whetherpeople have the ability to conduct successful achievements or not. A number ofdomestic studies have proved that the attribution styles can effect a person′smotives and emotions, the attribution training can change students′attributionstyles effectively and raise their sense of self-efficacy.Multidimensional studies such as the relationship between personalitypsychology and academic achievements have become a trend. This study usingchemical success and failure scale and the sense of academic self-efficacy scale,selecting 653 high school students from urban and rural areas as subjects, usingdescriptive statistics, analyses the chemical academic success and failureattribution .By multiple analysis of variance( ANOVA), multiple regression andrelated technical Pearson, the study compares the relationship among chemicalacademic success attribution, academic self-efficacy and chemicalperformance .By a path analysis, the study attains path models with the threefactors. The study shows as following:(1)Students firstly attribute to external factors under both successful andunsuccessful circumstances. Secondly, they attribute to internal factors.(2)Students in academic success at chemistry have attribution disparitiesamong areas (urban, rural), grades and excellent and poor students. There isinteraction between grades and areas. Students in academic failure at chemistryhave significant differences between grades and excellent and poor students.There is interaction between areas and grades. Gender differences are notsignificant.(3)Students′sense of academic self-efficacy differences are significantbetween grades and areas .The sense of learning ability self-efficacy betweenexcellent and poor students is significant. Students′sense of learning abilityself-efficacy is better in urban than rural schools.(4)The positive relation between students′academic success attributionand their sense of academic self-efficacy, academic achievements ,efforts,expected success is significant. The positive relation between academicperformance and internal successful attribution is significant .The negativerelation between academic performance and external successful attribution is notsignificant. The negative relation between students′academic failure attributionand sense of learning ability self-efficacy is significant .Internal failureattribution has great negative impact on academic achievements. The negativerelation between students′academic failure and sense of learning behaviorself-efficacy is not significant.(5)There is a causation between academic success internal attribution andsense of learning ability self-efficacy, the contribution rate is positive value.There is a causation between academic success external attribution and sense oflearning ability self-efficacy, the contribution rate is negative value. For all theattribution dimensions, the success attribution of internal capacity, stability, notcontrollable factors makes largest contribution to the sense of academicself-efficacy.(6)The failure attribution of external, instability, controllable factors makespositive contribution to the sense of learning ability self-efficacy .The sense ofself-efficacy and internal, stability factors of failure attribution have linearnegative relevant.(7)The sense of academic self-efficacy and chemical performance is linearrelevant. Sense of learning ability self-efficacy makes positive contribution rate,learning behavior self-efficacy makes negative contribution rate.(8)Students′chemical academic success and failure attribution and sense oflearning behavior self-efficacy effect the chemical performance by theintermediation of learning ability self-efficacy variable .