Research On The Relationships Among Social Support,Attribution Style And Academic Achievement Of Junior Middle School Students

The leading activity of junior middle school students is learning,and their academic performance is an important measurement of school quality,therefore,there is an urgent reality to improve the academic performance of junior middle school students.There are many factors influencing academic performance,including social support and attribution style.Social support is an individual's expectation and evaluation of the society as well as his belief in the possibility of obtaining support.Attribution style refers to the perception and judgment of the observer on the cause of the result of others' or his own behavior.The cause analysis of students' academic success or failure will affect their behavioral motivation and thus their learning enthusiasm.If middle school students have a high level of social support and form a correct attribution style,can it effectively improve their academic performance? Therefore,this study is dedicated to exploring the relationship between social support(external cause),attribution style(internal cause)and academic performance,and deeply understanding the influence of social support and attribution style on academic performance of middle school students,which can provide theoretical basis for the research on improving the academic performance of middle school students.Based on extensive literature research and targeted on the research object of education students staged between Grade 7 to Grade 9,this paper adopts "Multidimensional multicausal attribution scale" and "social support scale in junior high school students" which are suitable for junior middle school students,and conducts a questionnaire survey among 413 middle school students.In this paper,descriptive statistics,independent sample T-test and other correlation analysis and the mediation effect test were carried out on the survey data analysis by using SPSS23.0 and AMOS software.The paper discusses the social support in junior middle school students,the relationship between attribution style and academic performance,and gets the following conclusions:There was a significant positive correlation between social support and academic performance of junior middle school students.There was a significant positive correlation among social support,success ability and effort of junior middle school students.There is a significant positive correlation between junior middle school students' academic performance and their successful efforts,and a significant negative correlation among junior middle schoolstudents' failure ability,failure task and failure luck.The social support of junior middle school students can predict their academic performance accordingly.The failure task and failure luck in attribution style dimension play an intermediary role between social support and academic performance.According to the above discussion,based on the analysis of attribution style and social support characteristics of junior middle school students,this study also puts forward corresponding teaching suggestions on attribution training and social support counseling for junior middle school students,to provide reference opinions for the improvement of junior middle school students' academic performance.Finally,the paper reflects on the problems in the research process and clarifies the future research direction.