Research On The Attribution Of Physics Academic Achievements Of Key High School Students In Xinxiang City

Since the21st century, the great progress of science and technology and the rapid development ofsociety are strongly urged to further improve the quality of the education and teaching, and the attributiontheory provides a new perspective for this requirement. Attribution theory believes that the success orfailure attribution of previous learning can lead to students’ emotional changes accordingly, and decide theprediction of their future academic success or failure and how hard they work at the future learning tasks.For the masses of the educatees, understanding their own success or failure attribution of previous learningwill benefit better motivating and encouraging their follow-up learning, which further affects their learningprocess and learning results. Research on high-school students’ success or failure attribution of physicslearning has a great influence on the students’ physics learning, and has great promotion effects andsignificance for students’ lifelong all-round development and improving educational quality. Based on thesereasons, this thesis mainly studied the key high-school students’ attribution tendencies of academicachievements of physics in Xinxiang City.The research regarded672students from two key high schools in Xinxiang City as research objects,whose method was based on the quantitative research and supplemented by the qualitative research, whichresearched and explored the key high-school students’ attribution characteristics of academic achievementsof physics in Xinxiang City and how to better intervene in and train the student’s inappropriate attributablestyle. First of all, the researcher took the self-designed questionnaire of high-school students’ attributioncharacteristics of academic achievements of physics as survey tool, who investigated672students from twokey high schools in Xinxiang City with questionnaire and explored and analysed the attributioncharacteristics of academic achievements of physics of high-school students of different gender, beingonly-child or not, different grade and different academic achievement. Secondly, the researcher selectedfour typical cases from the672high school students combining with questionnaire results to case study,which showed the deep-seated factors of students’ attribution and their influence on the follow-up study,then used various methods to intervene in and guide students’ attribution to Causes them to make thecorrect and positive attribution. Finally, the researcher put forward to methods and suggestions which were usefull for cultivating high-school students’ correct and positive attribution of physical academicachievement according to the research results. Research conclusions were as follows:(1) In general, key high school students in Xinxiang City tended to attribute success or failure in thephysics examination to interior controllable factors, mainly related to learning methods, sustained effortand temporary effort, and their attribution tendencies of examination success and failure were similar.(2) There were not only the significant differences, but also the little similarities among the keyhigh-school students’ attribution of success or failure in the physics examination of different gender, beingonly-child or not, different grade and different academic achievement. For example, there were remarkabledifferences in the success or failure attribution of physics examination between being only-child and not,the only children attached greater importance to the quality of teaching, the difficulty of test items and theexamination playing which were all exterior unstable uncontrollable causes, while neglected the learningmethods, the effort and the ability which were interior factors; Although there were largely consistentsuccess attribution between male students and female students, some differences existed in the failureattribution of the physics exam and so on.(3) Through making a case study and implementing attribution training and guidance on the selectedsubjects, there were active changes in their attribution tendencies, and their physics learning interest andconfidence were greatly increased, and their physics exam results were improved.