Culture Starts Attributed To The Experimental Study On College Students' Academic

Under the present time background of domestic coexisting multiculture and the academic background of the culture trend of psychology, in order to investigate the feathers of university student's academic performance attribution and self-construal in the different cultural circumstances, and confirm the disputation of the culture priming effect simultaneously, two experiments were designed in this study. The first experiment is the confirmation of culture priming effect, using 30 typical cultural pictures each that can represent Chinese and American culture to start the feather of university student's self-construal, and to confirm the cultural priming effect through the priming consequence. The second experiment is the university student's academic performance attribution cultural priming experiment, using the typical cultural pictures obtained in the first experiment, to study the university student's academic attribution features due to the culture priming. The study also investigate the features of university students' self-construal from the dimensions of gender, growth location and whether the students have brothers or not and investigate the features of university student's academic performance attribution from the dimensions of gender, growth, location, grade, major and academic performance respectively according to the experimental results.Based on the research, the results are showed that:(1)The types of self-construal have remarkable culture priming effect. In the dimension of dependent self-construal, the effect in American culture priming group is significantly larger than in Chinese culture priming group and control group; in the dimension of interdependent one, the effect in Chinese culture priming group is higher than in American culture priming group,but no remarkable effect in control one. Compared with the Chinese culture priming condition, the priming effect of American culture condition is remarkable.(2)In the aspect of general tendency of university students' self-construal types, there are more interdependence than independence, and the difference presents significantly.Each average score of the four factors of boy students are higher than girl students in independent self-construal scale, furthermore, in the individualism factor, there is significant difference. Girl students have significantly more interdependence than boy students, especially in relationship-dependent factor.In independent scale, the each average score of four factors that the university students from urban areas are higher than the ones from rural areas, and in the interdependent scale, the score of relationship-dependent is remarkably lower than the rural students.The average score of independent self-construal of only-one child group is higher than not only-one child group, but average score of interdependent self-construal of only-one child group than the other group. The egotistical factor score of only-one child group is importantly higher than the not only-one child one, but the relationship-dependent score of the single child group is significantly lower than the other one.(3)Notable culture priming effect exists in academic achievement attribution. After culture priming, the score of internal bias in American culture condition is increasing, the score of external bias is decreasing. In Chinese culture condition, the score of internal bias is decreasing, but the score of external bias is decreasing. In total score, score of internal bias and external bias, there are all vital differences in three experimental conditions.(4)In general, contemporary university students have more internal attributions than external attributions.There exists no difference in aspect of total score in academic achievement attribution between sexes. However, in internal dimension and background factor and effort factor, girl students get higher scores than the boy ones.Students majoring in art have more external attributions than the ones majoring in science, mainly in background factor; and fewer internal attributions than the ones majoring in science, mainly in ability factor.There is no difference between grades whatever aspects are investigated.Students from rural areas have higher scores than ones from urban areas in aspects of total score and external bias dimension. In failure scale, the difference is small. In luck factor, students from rural areas have more scores than the city group.The difference of scores of both failure and success scales is extremely significant. The scores in failure scale are remarkably higher than those in success scale. The scores of internal factor in failure scale are notably lower than the one in success scale. But the scores of external factor in failure scale are higher than the one in success scale.