The Study Of Junior Achievement Attribution In Chemistry

Academic achievement attribution today is one of the hot issues psychology research. Research on academic achievement attribution has great influence on students' study. It also plays an irreplaceable role on students' individual development,on improving the quality of school education and on realizeing the target of quality. This paper is a study in junior school achievement attribution types of chemistry. Based on the physiological and psychological characteristics of students, and junior middle school chemistry characteristics were summarized, and expounds the concept of attribution theory motivation and academic achievements concept and chemical academic achievements. And from the education psychology and practical teaching experience, this paper probes into the middle of the chemical academic achievements for teaching and attribution, provides some Suggestions for guiding students to academic achievements are positive attribution, further improve the chemical academic achievements are provided.According to the physical and mental characteristics of the middle school students, as well as chemistry teaching status in middle school, and motivation in the middle attribution theory andpractical, and the chemistry teaching characteristic of junior middle school, the junior achievement attribution type of chemical studies questionnaire. From nine aspects questionnaire survey the junior school achievement attribution of chemical, of various schools 1000 students were investigated. SPSS17.0 packages and statistically analysed, preliminary studies got junior achievement attribution type of chemical general rules.According to the questionnaire, and various types of gender, schools, academic achievements and parents occupation and cultural degree of different students attribution degree, according to results were compared, and puts forward Suggestions. Through these Suggestions can be trained to further enhance students' learning self-confidence, to stimulate study interest, to improve the ability of chemistry, and finally to improve academic achievements.This study focuses on the non-intellective factor to influence the students chemical academic achievements, for the high school chemistry teaching and lay the foundation for the future study. This paper based on education psychology and teaching experience in middle school chemistry based on the achievement attribution, remains to be discussed further development and improvement.