An Intervention Study Based On The Effects Of Attribution Style And Self-efficacy On Learning Motivation Of Junior Students

While enjoying a wealth of teaching resources and excellent teaching conditions(such as massive network teaching resources and advanced teaching equipment,etc),contemporary junior students are also facing great pressure and fierce competition of test.The different learning results of students in the same school and the same class are not due to intellectual difference nor constraints of teaching conditions,but the influence of the internal factors of the students.As a result,whether or not students' subjective initiative and learning interest can be fully aroused becomes an important factor for contemporary junior high school students to learn well.Previous studies have shown a close relationship between learning motivation and self-efficacy as well as attribution style,but existing research lacks in-depth discussion of the relationship among the three.Therefore,a study based on the influence of attribution style and self-efficacy on learning motivation will not only help to supplement theoretical results in this area,but also to provide an empirical basis for improving attribution and self-efficacy of junior high school students,so as to enhance their learning motivation.Based on the research concept of “theory analysis-questionnaire survey-relationship discussion-model construction-group counseling”,1137 junior high school students in Guangzhou are used as survey objects.In addition,we use the questionnaire of attribution style,self-efficacy and learning motivation to understand the status and characteristics of junior high school students' learning motivation,self-efficacy and attribution style,as well as to discuss the relationship among the three.Further more,we construct a learning motivation intervention model based on attribution theory and self-efficacy theory,so as to intervene accurately.The conclusions are as follows:(1)In terms of the attribution style,self efficacy and learning motivation,there are grade and gender differences in junior high school students,while the source place difference is not significant.(2)There was remarkable correlation between learning motivation and self-efficacy,learning motivation and attribution style;and self-efficacy fully mediates the relationship between attribution style and learning motivation.(3)Class group counseling can effectively improve junior high school students' attribution and self-efficacy,thereby can enhance students' motivation for learning.The group counseling program in this study works.