A Study On The Relationship Of Attribution,Shame, Guilt And Learning Motivation

Based on the studies and theories of other psychologists, this research was conducted to employ attribution questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ) to know characteristics of junior high school students’ attribution and learning motivation. Meanwhile, we combined these two questionnaires with the measurement of shame and guilt for the purpose of exploring the relationship among them. We analyzed the effect mechanism of learning motivation with attribution as well as guilt and shame.In study1, the results indicated that internal attributions, ability and effort have positively related with guilt and shame. The internal attributions as well as shame have positively related with learning motivation, no matter if it is intrinsic or extrinsic motivation. Guilt has positively related with intrinsic motivation, yet no significant relationship with extrinsic motivation. The results showed that ability attribution fully mediated the relationship between shame and extrinsic motivation. And effort attribution fully mediated the relationship between guilt and intrinsic motivation. However, there is no mediator effect between guilt and intrinsic motivation by ability, and no mediator effect between shame and extrinsic motivation by effort attribution. Through our study, we found that except guilt, there is no gender difference between attributions, learning motivation as well as sham. Students in grade3are more likely to be ability-attributed compared with grade1students. Otherwise, we found that students are less prone of extrinsic motivation as they grow up.In study2, the results showed that students are prone of internal attribution when experience shame or guilt. Our studies didn’t support the hypothesis of "self and behavior" as well as "public and private".