Research On The Correlation Between Academic Achievement And Type Of Self-esteem And Attribution Style Of High School Student

Psychology workers has been focused on the topic of Self-esteem for a longtime.The domestic research on self-estee is in each level,but for high school studentsto focus on a little attention.Self-esteem play a very important role in life as well asfor their psychological health to the high school students.The level of self-esteem, anddifferent types of self-esteem will affect their way of attribution,which would affecthigh school students academic performance.In a wide range of this study were reviewed at home and abroad based on theresults of research on self-esteem,with local high school students self-esteemquestionnaire and implicit association test for high school students self-esteemmeasurement and classification to explore the development of the high schoolstudents self-esteem characteristics of gender and grade.Using the MMCS compiledby Lefcourt to investugate the different methods of different types of self-esteem highschool students attribution,and different types of self-esteem, the influence ofdifferent attribution for grades.The results of this study are as follows:（1）High school students explicit self-esteem and implicit self-esteem plays asignificant role in development of grade and gender differences. Differentdevelopment characteristics lead to different dimensions.On the dimension of thesense of belonging, boys development level is significantly higher than girls.The restof the dimensions and explicit self-esteem, no significant difference.High implicitself-esteem, there are significant gender differences,The boy is significantly higherthan girls.High grade difference of explicit self-esteem and implicit self-esteem,gradetwo students is higher than the grade one students, grade three students are higherthan that of grade two students,and be on the rise.（2）High school students are showed obvious tendency of internal control inacademic achievement and interpersonal relationships, and to focus on efforts tofactors, relatively ignoring capacity factors.High school students self-esteem andacademic achievement, interpersonal attribution in terms of different degree ofcorrelation. Attribution style has different properties of important influence on highschool students self-esteem development.（3）The attribution style of high school students affect the academicachievement.The external control of high school students grades higher than internalcontrol type high school grades on academic achievements in a significant difference.The different kinds of self-esteem and attributional style affectacademic performance of high school students.