Students' Attribution, Learning Self-efficacy, Learning Strategies And Academic Achievement Relations

198 students were chosen as the subjects from a middle school. The main tools were learning attribution scale, learning self-efficacy scale and learning strategy scale. The statistic methods used in the study included correlation analysis, path analysis and so on.The results indicate: (1) For the junior students, their learning attribution has a significant sex difference. The girls more likely attribute their success to the internal factors. But there is no significant sex difference in the aspects of learning attribution for the senior students. The learning attribution is significantly correlated with the academic achievements in Chinese for the junior students, while it is not significantly correlated with the academic achievements in any subjects for the senior students. (2) The learning self-efficacy has no significant sex difference. For the junior students, their learning self-efficacy has a significant correlation with the academic achievements in Chinese, Math and English, while the significant correlation has been found only between learning efficacy and Math among the senior students. ( 3 ) The learning strategy has no significant sex difference. For the junior students, their learning strategy has a significant correlation with the academic achievements in Chinese, Math and English, while the significant correlation has been found only between learning strategy and Math among the senior students. (4) The students' learning attribution and learning self-efficacy have no significant grade difference. But there is a significant grade difference in the students' learning strategy. The senior students has a higher level of learning strategy than the junior ones. (5) The learning capacity self-efficacy and cognitive strategy have direct impacts on the academic achievements of the junior students. These two factors together can explain about 51.9% variance of their academic achievements. Cognitive strategy, motive strategy, social strategy and sex difference have direct impacts on the academic achievements of the senior students. Strategy and sex difference can explain about 24.9% variance of their academic achievements. (6) The Cognitive strategy has a direct impact on the academic achievements. The learning self-efficacy would impact the academic achievements through its influence on learning strategy. The success attribution has an indirect impact on the academic achievements through its influence on learning capacity self-efficacy .