An Investigation Of The Attribution Of The Rural Senior High School Students’ Chemical Academic Achievement Attribution

In recent years, with the application of attribution theory deepening continuously specific, academic achievement attribution research has become a hot topic of current research in psychology. "Weiner’s attribution theory of motivation and emotion is developed from the practice of education. Attribution theory mainly focuses on the cognitive process of the causes of a certain event or behavior and how it affects their emotion, motivation and behavior. On students’ academic achievement attribution research, it is of significance to study how students understand the cause of their success or failure, analysis what is the impact of the students of the cognitive and the cognition will have what kind of influence to the students. It can have a positive effect on the teacher’s teaching, as well as the development of the students themselves.The thesis is based on a rural high school students psychological status and the characteristic of high school chemistry discipline. It refers to the relevant literature on the preparation of the "Rural High School Chemistry Academic Achievement Attribution Questionnaire".337 rural high school students are involved in the questionnaire survey and SPSS22 software on the investigation results of statistics and analysis are used. The conclusions of the study are as follows:(1)As a whole, rural high school students overall tend to make internal on Chemistry Academic Achievement Attribution, and most students attaches great importance to effort and learning methods, which reflects the vast majority of students have good mental state.(2)Those who succeed in self evaluation believe internal factors and external factors are equally important for the success of the draw, There are a considerable part of those who fail to make the proper self evaluation are not clear about the reasons for their failure. They tend to blame on internal attribution. Significant differences can be found in the learning interest, effort and attention, level of teachers and the learning atmosphere, self-confidence, spot to play, the relationship between teachers and students,and learning methods.(3)There exists no gender differences between male and female students except the difference in the knowledge base, the relationship between teachers and students, learning methods. Boys value relationship between teachers and students, while girls value basic knowledge and learning methods.(4) Students from the county and township differ in the play spot and the relationship between teachers and students. Students from the county are likely to pay more attention to these two factors.(5)The experimental class and regular class students are different in learning interest and the relationship between students, the ability of the teachers, learning atmosphere, self-confidence, improvising, teacher-student relationship, the help provide by teacher. Students in the experimental class value of these factors.(6) Only child and non only child only differ in the following three aspects : the teacher’s level, teacher’s help and relationship between teacher and students. These factors are more important to the only child.Conclusions are proposed in teaching based on the above research:(1) teachers should strengthen the business of learning, and constantly improve the teaching level(2)In the teaching process, teachers are required to have a better understanding of the students, make the correct evaluation of the students, and believe the ability of students(3)Teachers should make full use of the characteristics of chemistry discipline to arouse the students’ interest in learning(4) Sub level teaching is supposes to be used so that different levels of students can develop interest in learning(5) According to the specific teaching content, teachers should select the appropriate learning method in guidance for students.