The Effect Of Attributional Style On Self-concept And Academic Achievement In Junior School Student

Attributional style is the general way people explain their own and others behavior. It is an integral part of personality, and profoundly influences people's behavior.Self-concept is the awareness of oneself, the understanding of self-community and the relations between oneself and others. It includes self-observation, self-monitoring, self-evaluation, self-experience, self-education, self-control and other aspects. Self-concept regulates the psychological activities and behaviors.Academic achievement is the results of student's study in the school, and is reflected by the results of examinations.Junior school is an important period of lifetime development, and the period of appropriate attributional style forming and healthy self-concept developing. If junior high school students can develop appropriate attributional style and healthy self-concept, it will lay a solid foundation of the success of his academic and professional careers in the future. The forming of student's appropriate atrributional style and healthy self-concept depends on the effective family and school education. Understanding of the feature of attributional style and self-concept of students, and the way of attributional style affects the self-concept and academic performance, will lays a basis of mental health guidance in school and scientific education of children in family.In this study, Stratified cluster sampling is used. An experimental junior high school, a general junior high school and an artistic junior high school are selected in Shijiazhuang. Nine classes were selected of first grade, second grade and third grade of each school, 549 students were tested. Multidimensional Measure of Children's Perception of Control"(MMCPC) and Piers Harris Children's Self-awareness volume are used to test the students. The data are processed by the statistic software SPSS12.0. The fellow conclusions are obtained by T-test, Multiple stepwise regression and Analysis of variance methods:1. There are significant differences of self-concept and atrributional style in different schools. The self-concept and atrributional style of experimental junior high school students are better than general junior high school students. 2. Academic achievement of students has a little affection of their attributional style and self-concept. The self-concept of students who have average academic achievement is better than the others.3. There are significant differences of self-concept and atrributional style in different degree of parents. The self-concept and atrributional style of students whose parent have higher degree are better than the others.4. Attributional style influences the development of self-concept.Look the control of other influential people, the unknown control and the internal control as independent variables, and look the total self-consciousness as dependent variable; the multiple stepwise regression analysis is done. The regression equation is"Y=70.961–5.274X₁–5.755 X₂+3.448 X₃".Note: Y=total score of self-concept, X₁= unknown control, X₂= the control of other influential people forces, X3= the internal controlThe regression equation is high significant, and can be used to predict the self-concept.According to the conclusions, we propose the following recommendations and measures:1. We have to enforce the instruction of the attributional style of students in general junior high school and artistic junior high school, and conduct the mental health education scientifically and effectively.2. The parents have to study more advanced ideas of education, scientifically guidance the development of children.3. We have to enhance the level of self-concept and academic achievements of students by encourage them to development objective attributional style.4.Pay attention to the full development of students.