The Relationship Of The Sense Of Inferiority、Attributional Style And Academic Performance Among University Students

The sense of inferiority exists in the population prevalently. Active treatment ofinferiority can allow it to be the intrinsic driving force for promoting the growth so asto achieve beyond the low self-esteem. On the contrary, negative treatment of theinferiority will become a stumbling block to hinder the development, killing themorale of the individual. It is important and also necessary to study the sense ofinferiority considering its double-sized character. The undergraduate students are notonly the main force of the future construction of the country, but also a vital period forone to become a useful person. On campus one can learn professional and culturalknowledge as well as to ultimately becomes a social transition. It is a meaningfulissue that how to turn the sense of inferiority of the undergraduates into the power ofgrowth. Existing researches have been found out inferiority effects attributional style,which effects academic performance. The most direct criterion of academicachievement is academic performance. Therefore our study will discuss therelationship of the three factors (which is sense of inferiority, attributional style andacademic performance), expecting to make use of the inferiority to the ultimate goalof improving academic performance.This research adopts the method of questionnaires to have249junior studentssurveyed. The raw data collected is coded, entered into computer system, statisticalanalyzed to investigate the distribution of the total score of inferiority and the separatescore of the six dimensions, and the distribution of total score of attributional styleand the separate score of its dimensions. Then the relationships among the total anddimensional scores of inferiority, the total and dimensional scores of attrbutional style,and the academic performance are analyzed. The interactions among the three factorsare also tested. The results are as follows.(1) Differences in demographic variables of inferiority, attributional style andacademic performance.①Gender is statistically significant for the main effects of the dimension ofromantic relationships for the college students of inferiority, the attribution ability andthe attribution on success. Female students are significantly higher in academicachievement than male students.②On origin of college students, rural students are significantly higher than urbanstudent in the sense of inferiority. There are no differences in attributional style and academic performance.③There are no significant differences in inferiority among different academicsubject. Students majored in arts are significantly higher than those majored inscience in the dimension of the attribution ability. In the academic scores, studentsmajored in arts are higher than those majored in science.④Whether the participant is the only child of the family is significant for the maineffects of both the total score of inferiority, which shows that non-only child issignificantly higher in inferiority than the only child. But no significant differencesare shown in both the attributional style and academic performance.(2) The sense of inferiority shows significantly positive correlation withattributional style.(3) Academic performance shows significantly negative correlation with total scoreof inferiority, developing inferiority and inferiority in learning experience,respectively.(4) Academic performance is positively correlated with ability attribution andattribution on success; while the academic performance is negatively correlated withthe total score of attribution.