A Survey Of High School Students' Self-attribution Of Their Success And Failure In English Learning

In recent years,with the gradual update of English teaching concept,English teaching effect has become the focus of educational field.As one of the important factors which can affect the teaching effect,attribution has been widely concerned by scholars.Attribution refers to the process in which people attribute the perceived results of their own or others' success or failure to one or more causes,that is,people analyze their own or others' behaviors and results then deduce the causes of these behaviors.Attribution theory is about people's interpretation of past behaviors,and it is a theory that views motivation from a cognitive point of view.It affects students' learning motivation and teachers' teaching effect to a great extent.Most studies show that students have the awareness to make self-attribution and attribution tendency can affect students' academic performance and teachers' teaching effect.However,most of these studies are on college students,and few are on high school students.Based on this,this paper will study the self-attribution of high school students' self-attribution of their success and failure in English learning.The research mainly explores the attribution of success or failure in English learning of students in Mudanjiang No.2 Senior High School and explores the attribution tendency of successful and unsuccessful English learners.The author of the present study chose 240 students from four classes as subjects,and the number of valid questionnaires is 208.This questionnaire adopts the attribution questionnaire mode in the chapter of attribution in Psychology-Learning and Application which was edited by Guo Hengjie.The result of the questionnaire indicates that high school students have the consciousness and habit to do self-attribution,and the attribution tendency of successful English learners is quite different from the attribution tendency of unsuccessful English learners.This paper attempts to investigate the differences of attribution tendency between successful English learners and unsuccessful English learners by SPSS.The results of the study can be summarized as follows: 1.High school students have the consciousness to do self-attribution and can do self-attribution.2.Attribution characteristics of successful English learners and unsuccessful English learners are quite different from each other.Successful English learners tend to make internal,controllable,and stable positive attributions of their success.Unsuccessful English learners tend to make external,uncontrollable,and unstable negative attributions of their failures.3.Positive attribution can promote students' English learning and improve teachers' teaching effect,while negative attribution will hinder students' English learning and hinder teachers' teaching effect.Through investigation and data analysis,it can be concluded that attribution tendency has a certain impact on students' English learning,and positive attribution is good for students' English learning,as well as for English teaching effect.Under the guidance of attribution theory and educational psychology,teachers should guide students to cultivate positive attributions and guide students to carry out the training of positive attribution,and more explorations and attempts should be made to improve the effect of English teaching.