The Relationship Of Academic Achievement Attribution, General Self-efficacy And Parenting Style Among Students

Objective:Firstly,to understand present situation of the academic achievement attribution of students.Secondly, to explore the relationship of academic achievement attribution, general self-efficacy and parenting style.Thirdly,to support the intervention of academic achievement attribution in family area, helping students positively attribute for good healthy and promoting the academic achievement of students.Method:By stratified cluster sampling method,we collected 660 students from Foreign language school affiliated to Anhui normal university,Middle school affiliated to Anhui normal university and Wannan Medical College. These students were measured with self-designed general information questionnaire,General Self-efficacy Scale and Chinese Parenting Style Scale(children).Results:(1)For the academic achievement attribution, the scores of ability attribution and the effort attribution are higher than the situational attribution and the attribution of luck.Students in three stages are significantly different in demographic variables,such as gender,grade, class leader,family ghetto and only child;however they are not significantly different in demographic variables,such as income of family and education of parents.(2)For the academic achievement attribution of success,the scores of ability attribution and the effort attribution are higher than the situational attribution and the attribution of luck.Students in three stages are significantly different in demographic variables,such as gender,grade, class leader,family ghetto and only child;however they are not significantly different in demographic variables,such as income of family and education of parents.(3)For the academic achievement attribution of failure, students generally attribute to effort.Students in three stages are significantly different in demographic variables,such as gender,grade, class leader,family ghetto,only child, income of family and education of parents.(4) The general self-efficacy and the academic achievement attribution are positively correlated.When attributing for success, different levels of the general self-efficacy of students are different in all dimensions of the academic achievement attribution.When attributing for failure,different levels of the general self-efficacy of students are different in effort,situation,luck and ? of the academic achievement attribution.(5)The parenting style and the academic achievement attribution are correlated.The ability, effort,situation and luck of the academic achievement attribution are different in different dimensions of parenting style.Democracy & care, emotional connection discipline & guidance and tolerant & understanding develop the academic achievement attribution of inside reasons,however, authoritarian & rough due to the academic achievement attribution of outside reasons.(6)The parenting style and general self-efficacy can predict the academic achievement attribution.Conclusion:Firstly,Students generally attribute to inside reasons rather than outside reasons, which is a positive style of attribution,but it also can do some harm to healthy when students extremely frequently attribute to inside reasons.So we need pay attention to the mental healthy of students.Secondly, the parenting style and general self-efficacy can predict the academic achievement attribution.So we can intervene the academic achievement attribution through the two factors.