The Relationship Between Academic Attribution And Academic Performance In High School Students

As we all know,education is the foundation of a nation's prosperity and the soul of a nation.High school education determines the level of colleges and universities that individuals enter,and plays a vital role in the future development of individuals.The purpose of this study is to explore the impact of academic attribution methods and learning attitudes on academic performance of high school students from the perspective of attribution theory.This study uses a multi-dimensional and multi-directional attribution scale and a primary and secondary school students' attitude to learning,and selects students in a senior high school and high school of a regular high school in Wuhan to investigate the status of academic attribution and learning attitudes of high school students.The impact of academic attribution methods and learning attitudes on academic performance.Based on this,the mechanism of academic attribution and learning attitudes on academic performance was investigated.The results showed:(1)The most important academic attribution method of high school students is effort attribution,and there is a significant gender difference in effort attribution.Female high school students have higher effort attribution and ability attribution scores than male high school students;grades are attribution;(2)High school students' learning attitudes are generally on the upper-middle level.Gender has no significant difference in the total score of high school ecology,but there are significant differences in the dimensions of the emotional experience of learning attitudes.Boys have a higher emotional experience in learning than girls.Some;there is no difference in the total attitude score of high school students in grades,but there is a significant difference in the scores of behavioral orientation dimensions of learning attitudes,and the scores of behavioral orientation dimensions of seniors are higher than those of seniors;(3)Effort attribution in academic attribution has a significant positive predictive effect on academic performance;(4)The total score of high school students' learning attitude played a full mediating role between the relationship between effort attribution and academic performance;(5)The sub-dimension of learning attitude,emotional experience and behavioral tendency play a full mediating role in the impact of effort attribution on academic performance.