An Experimental Study Of Undergraduate Attribution Training For Poor Junior High School Students

Learning disabilities refer to the students whose physical and mental is health, intelligence isnormal, but with difficulties or learning failures in school study, and whose study result belowthe minimum standards of the teaching outline.The essence is one or more mental processobstacles, mainly displays in backward and difficult in listening, speaking, reading, writing andthinking, mathematics calculation and reasoning.It is common problems to be solved at presentin the school education in all countries.Learning disabilities is a heterogeneous population withspecial needs, and it may develop with the individual life, but it also can be reversed as long as acertain condition.This research attempts to compare learning disability students with well-learning students injunior middle school, to explore the academic attribution characteristics of students with learningdisabilities and give attribution training to them, in order to seek the effective way to solve theproblem for learning disabilities.This study selected second grade students in the jinan LiChengbilingual experimental junior middle school for the subjects, explored the differences inacademic attribution between learning disability students and well-learning students in juniormiddle school.The learning disability students were divided into the experimental group and thecontrol group, students in experimental group were accepted systematic attributionaltraining.The results of the study show that:(1)There are significant differences in exam academic attribution,the future successfulexpection,emotional reaction, achievement motivition between learning disability students andwell-learning students in junior middle school.(2) Attributional training can cause positive transformation in academic attribution ofstudents with learning disabilities in junior middle school.(3) Attributional training can improve the future successful expection of students withlearning disabilities in junior middle school, and more willing make effort.(4) Attributional training can cause positive changes in emotional reaction of students withlearning disabilities in junior middle school.(5) Attributional training can improve the achievement motivation ofstudents with learning disabilities in junior middle school.