A Research Of Senior High School Students' Self-attribution In English Learning

Nowadays,as the development of China's education circumstance,Senior high school students tend to imply useful strategies for study,for instance,making attribution about their own academic results,to find out the reasons of their academic success or failure.So self-attribution has gradually become tendency of students'personal learning behaviors.Different academic attribution tendency might cause various mental states,then influence students'well-developed both in mind and body,and their learning behaviour choices.Based on Weiner's self-attribution theory,this thesis conducts surveys with the combination of questionnaire method,interviewing method and literature review method,to do researches about circumstances of senior high students'self-attribution in their own academic results;the questionnaire of this this research is adapted from the Multidimensional-Multiattributional Causality Scale(MMCS),which was originally made by Lercourt,Von Baeyer,Ware and Cox(1979),it includes four dimensions:Ability,Effort,Situation,Luck;the research subjects are 120 students,Grade 2 in the 26~thh Senior High School of Nanning City.This research tends to answer these following questions:(1)What is the tendency of self-attribution among senior high school students of different genders?(2)What is the tendency of self-attribution among senior high school students of different English levels?(3)How will different self-attribution tendency affect senior high school students'English learning behaviors?After careful induction and reorganization of the collected research data,the author draws the following conclusions:(1)In the aspect of different genders,female students tend to show stability in attributing individual academic results,compared to males,while male students are more easily influenced by internal factors.When making self-attribution,male students should be more careful to internal factors,try to avoid negative attribution if having a temporary academic failure;female students need to balance the degrees of both internal and external attribution,and at the same time build up more stable and reasonable attribution tendency.(2)as for different English levels of students,their ways of self-attribution are distinct from each other.Excellent students can attribute their learning results in a more reasonable way,they can maintain rather high learning motivations and keep have confidence in themselves;moderate students tend to be affected by those factors that around them,their attribution tendency need to be guide into a more stable and positive pattern;backward students used to attribute their academic failure to their inability which they think it's unchangeable,so they need to believe that academic scores can be improved by putting enough efforts in study,form optimistic attitude to nurse learning motivations and confidence.(3)In the later part of this thesis,workable suggestions are made from the aspects of students,teachers,parents,schools,etc,in order to lead students to improve their present self-attribution ways through various efforts,to help them face their own academic results with optimistic attitudes and reasons,to keep continual learning motivations and have self-improvement for students at all English levels.