College Students On The Scholarship Evaluation Results Of Attribution Research

The scholarship is to promote all-round development of college students and provide financialincentives. Students to the scholarship evaluation results attributable directly affect the students forsocial justice perception and learning effort. To investigate the method and the test method ofcombining form, to the attribution theory and expectancy-value theory construction of collegestudents to the scholarship evaluation results attribution tendency in8dimensions of self,59itemswere factor analyzed, identified32items as to the scholarship evaluation results of College Students’attribution questionnaire on the final scales; Title A validity and reliability analysis, the results showedthat self-made undergraduates to the scholarship evaluation result attribution questionnaire Cronbach’salpha reliability coefficient of0.749(p=0.000<o．01), validity is0.559,On8first-order factors factoranalysis, objective, obtained their two first-order factors,The self-designed questionnaire has goodreliability and validity, in line with the requirements of psychometrics.Application of self-made undergraduates to the scholarship evaluation result attributionquestionnaire, achievement motivation scales (AMS) to1031students from X University forscholarship evaluation results of attribution and achievement motivation test test, obtained thefollowing conclusions:1.College students to the scholarship evaluation results is mainly attributed to the effort, ability ofown factor, is on the whole positive attribution. Can infer, X University scholarship selection is overallobjective, impartial.2.Boys are more inclined to the scholarship evaluation results is because the objectiveenvironment factors, girls tend to be attributed to internal factors, the girls have more positiveattribution.3.College students of all grades and external factors, the luck factor, objective factor is positivecorrelation, i.e. with the higher grade, students will increasingly to the scholarship evaluation resultbecause of the factor.4.Different parental relationship, normal students and normal students in general no differences inattribution.5.Rural students in need factors were significantly higher than that of city students; rural studentsare more likely to own factor attribution.6.Liberal arts students tend to be more external attributions, science students tend to be moreobjective factor attribution.7.Families of students need to factor score was significantly higher than that of only child, themore inclined to own factor attribution.8.Class cadre in the work factor, capacity factor score was significantly higher than that of normal students and ordinary students, outside the factor score was significantly higher than the class cadre.With his parents in.9.To reduce or family income reduce, students need to factor scores were higher, the student willbe increasingly inclined to the scholarship evaluation results for their own reasons.10.With the family results in incomplete degree, students of the scholarship of demand more andmore urgent.11.Family environment does not affect students’ objective factor attribution, but with the studentsof the family environment is not satisfaction increases, more students will scholarship evaluationresults into their own factor.12.Previous scholarship or scholarship several times more students will scholarship evaluationresults into internal factors; scholarship fewer students more to the scholarship evaluation results toexternal factors.13.Students’ achievement motivation did not affect the students receive scholarships or not and thelevel of scholarship, but the motive to avoid failure and students receive scholarships situationsignificantly negative correlation.