Correlation Between Determination Of The Mathematics Classroom Achievement Goal Orientation And The Attribution

This thesis researches on the correlation between determination of the mathematics classroom achievement goal orientation and the attribution. We pay attention to the characteristic of the mathematics learning. Factors such as fortune, correlation between teacher and students, task difficulty are also included. We analyzed the character of determination of the mathematics classroom achievement goal orientation and the attribution. The structure of this thesis is as follows:Part one is the study's back ground. It firstly sums up results about determination of the mathematics classroom achievement goal orientation and the attribution in and out side. And then introduce the problems we will focus on. Then give the theoretical foundation of our research.Part two is positive research. We take junior middle school students as example. The opened questionnaire is to study determination of the classroom achievement goal orientation and the reasons that the students attributed to the success and failure in study mathematics. 355 Grade 3 and Grade 2 junior middle school students, who were chosen at random, answered the scales. Then with SPSS 13.0 for windows we analyzed the outcome in the following aspects:(1) Correlation between determination of the mathematics classroom achievement goal orientation and the attribution.(2) The influence that different determination of the classroom achievement goal orientation has on the attribution.(3) The character of determination of the mathematics classroom achievement goal orientation.(4) The character of the attribution of success and of failure of the junior middle school students.Part three is the research outcome and discussing. In this part we get several results such as:(1) The determination of classroom mastery goal orientation is of obviously direct relevance to the active attribution factors and of obviously inverse relevance to the passive attribution factors, whereas the determination of the classroom performance goal orientation is of obviously inverse relevance to the active attribution factors and of obviously direct relevance to the passive attribution factors.(2) Different determination of the classroom achievement goal orientation has different influence on the attribution. The determination of the classroom mastery goal orientation has its influence on the active attribution factors, whereas the determination of the classroom performance goal orientation has its influence on the passive attribution factors.(3) The difference between grades is not obvious in the determination of the classroom mastery goal orientation, but is obvious in the determination of the classroom performance goal orientation.(4) Obvious sexual difference is shown in the students' reaction to the determination of the classroom performance goal orientation, but no obvious sexual difference is shown in that to the determination of the classroom mastery goal orientation.(5) The latitudinal difference between grades is not obvious in the attribution of success. Excluding stable and un-control reasons, it is obvious in the attribution of failure. The students of Grade 3 are more passive than those of Grade 2 in the attribution(6) Sexual difference is shown in the attribution of success and of failure. Men students are more active than women students in the attribution.Part four is teaching suggestions. From the above study, the following suggestions on teaching are resulted: Developing a classroom atmosphere of grasping goals, teacher should set up reasonable tasks, give a relative praise and chance of success to students and make them active in their study. Teachers should guide the students studying and attributing correctly and more attention should be paid on the women students.Creative ideas: We do research on the very mathematics domain; that the determination of classroom mastery goal orientation is of obviously direct relevance to the active attribution factors is proved; and we discussed the influence that different determination of the classroom achievement goal orientation has on the attribution.