A Study On The Attribution Of Success Or Failure Of Middle School Students' Physical Examination

On the basis of revising semi-closed questionnaire and compiling the reasons property questionnaire, The study completed the high school physical test attribution questionnaire. The attribution of test results of high school students is explored based on the study of 723 high school students in Shandong Province on their physical test results with questionnaires.The study results are in the followings:(1)High school students generally consider that learning methods, interest, ability, temporary efforts, knowledge basis, classroom learning atmosphere and the difficulty of course are steady, students’ help and fortune are unstable. The self-evaluated achievers mostly consider that sustained efforts, test-taking strategy, examination mood, teachers’ teaching, the family and the difficulty of exams are steady, while the self-evaluated underachievers mostly think they are unstable. High school students generally consider that sustained efforts, learning methods, temporary efforts, examination mood, knowledge basis, teachers’ teaching, students’ help and the family are controllable, ability and fortune are uncontrollable. Some students consider that interest, test-taking strategy, classroom learning atmosphere, the difficulty of course and the difficulty of exams are controllable, while some consider they are uncontrollable.(2)As a whole, high school students in Shandong Province tend to attribute their test results to internal factors. They consider sustained efforts and learning methods as the most important reasons to influence their test results, and they consider the two reasons as internal and controllable factors. While they regard examination mood, knowledge basis, test-taking strategy and interest as comparatively important reasons, and they are unanimous that knowledge basis and interest are steady, examination mood is controllable.(3)There exists significant difference between the self-evaluated achievers and self-evaluated underachievers in the attribution of test results. The self-evaluated achievers value most factors’ influence on the test results, while the self-evaluated underachievers only regard few factors such as learning methods and sustained efforts as the important reasons to cause their failed test results. The self-evaluated achievers think teacher’s good teaching skill is an important reason for their good grades; the self-evaluated underachievers don’t attribute their poor grades to teachers. The self-evaluated achievers consider teacher’s good teaching skill is stable and immutable; the self-evaluated underachievers consider teacher’s poor teaching skill is unstable and labile.(4)There exists significant difference among different genders and schools in the attribution of test results, but the grades difference is not obvious.(5)High school students, especially female students have ego-derogation attribution tendency, and have no ego-defensiveness attribution tendency.