The Study On The Influence Of Self-Attribution On Senior High School Students’Autonomous Learning Ability

With the development of society, more and more attention has been paid to English learning, especially in senior high school. English is a basic subject and plays an extremely important role in learning in senior high school. However, during English learning, there are many problems such as poor autonomous learning and active learning, therefore, autonomous learning ability has been one of the key factors to improve the effect of English learning. Under this research background, the paper will conduct a study on the influence of English learning attributions of senior high school students on their autonomous ability. It can be seen from the statistical analysis in the paper that if the students attribute their success in English learning to their ability, there will be positive influence on their autonomous learning ability; however, if they attribute their success to luck, there will be negative influence on their autonomous learning ability. Furthermore, if the students attribute the success or failure in English learning to their endeavor, there is no significant difference in autonomous learning ability. It is clear that the English learning success or failure attributions to endeavor will not promote initiative consequentially. The improvement of autonomous learning ability is realized by the initiative of students. It also can be seen from the further statistics that the coping way has wholly mediator effect between autonomous learning ability and English learning attributions of students.in consideration of the statistical conclusion, the paper puts forward the countermeasure aimed at improving the autonomous learning ability of students, for example, emphasizing the reasonable guidance of English learning attributions of students and cultivating the positive coping mode of students for the purpose of improving autonomous learning ability. It is hoped that the research in the paper will be beneficial to understand the influence of English learning attributions of students on their autonomous learning ability and can serve as a reference for the frontline teachers to reasonably cultivate the autonomous learning ability of students.