A Study On The Relevance Between Meta-cognitive Strategy And Junior High School Students' Attribution

In recent decades,there are plenty of pedagogical implications from previous studies conducted on meta-cognitive strategy used by students.However,the discussion on the systematicness and integrity of learning system is not satisfactory enough.The present study,based on meta-cognitive strategy and attribution theory,aimed to investigate the influence of meta-cognitive strategy use on junior high school students'causal attributions.The subjects in this study included 56 junior high school freshmen.The instruments of two questionnaire were respectively conducted to examine the students' use of meta-cognitive strategies and their causal attributions.All the data in this study was processed and analyzed by means of Excel and SPSS 19.0.The major findings are as follows:Firstly,junior high school students use meta-cognitive strategies at a relatively high level,with self-evaluation strategies most frequently used and planning strategies the least.Females fully outperform males in all aspects of meta-cognitive strategies.Secondly,junior high school students attribute both their academic success and academic failure to effort.Besides,female subjects attribute their academic success more to effort than that of males.Finally,the factors of self-evaluation,learning consciousness and methods and strategies in meta-cognitive strategy use have great influence on junior high school freshmen's causal attributions.Also,there is a significant positive correlation between them.This study believes that meta-cognitive strategy covers five dimensions as planning strategy,self-evaluation,practice and performance,learning consciousness and methods and strategies.Junior high school teachers should attach importance to helping students develop adaptive and favourable causal attributions from the five dimensions.