A Study On The Attribution Of Academic Achievement Attribution And Interpersonal Attribution In Higher Vocational College

In recent years, the rapid development of higher vocational education, vocational students of the various effects of mental health problems is increasing day by day, the factors of mental health in many effects, higher vocational college students is facing academic pressure and interpersonal conflict. How to deal with the academic pressure and interpersonal relationship of vocational college students is an important task for the healthy growth of the. This paper investigates college students attribution style, understanding of Vocational College Students in academic stress and interpersonal attribution differences in overall features and different starting point of higher vocational students attribution. Discussion on the attribution and relationship of influence factor, the direction of the influencing factors on the attribution, provides the reference for the quality education.In this study, the higher vocational students of Liaoyang Vocational College of Technology as the research object, on the basis of the literature review, by stratified cluster random sampling, 520 college students Lefcourt et al, the multidimensional multi attribution causality scale(MMCS) as the research tool was a cross-sectional study. On Higher Vocational different gender, different students, different grades and academic born in attribution characteristics. The results show that:1.vocational college students in academic achievement and interpersonal aspects of general attribution style and college students’ attribution style is consistent, showed the internal locus of control, and more inclined to attribute, but in interpersonal attribution, college students attribute their success of interpersonal relationships tend to internal. The interpersonal relationship failure tend to be more external attribution.2. The attributional style has significant gender differences, educational system, students of Higher Vocational College students. The boys in academic achievement attribution tend to situational attribution, in interpersonal attribution tendency to luck attribution more than female; city students attribution tend to effort attribution and situational attribution in school. Students in rural areas than city students in interpersonal attribution are more inclined to make situational attribution, and city students in interpersonal attribution than rural students are more inclined to make effort attribution. Five year higher vocational education students in academic achievement attribution is more inclined to attribute. In interpersonal attribution of students of five year higher vocational education, more inclined to ability attribution and situational attribution.3. Attribution of five years system higher vocational education: the boy in the academic achievement attribution attribution tendency in situational attribution, in interpersonal attribution of boys tend to luck attribution. Rural students in interpersonal attribution than city students tend to be more effort attribution, non only children in interpersonal attribution than only children tend to luck attribution.4. Attribution of three year system higher vocational students: in acade mic achievement attribution, boys tend to situational attribution, urban scho ols tend to be more effort attribution; grade differences in interpersonal attr ibution, As the grade increased in situational attribution is extroversion tend ency, which,2011 of the highest average, mean level 2012, level 2013 th e lowest mean.