Investigation On The Attribution Characteristics Of Successful Or Fail In The Learning Of Physics Of Secondary Vocational School Students

Attribution theory shows that the positive or negative attribution of individual learning success or failure directly affects the individual's learning interest,learning motivation and academic performance.If learners have positive attribution methods,can correctly and correctly analyze the reasons for success or failure,and control subsequent learning behaviors,their self-efficacy and learning motivation will not be easily reduced,and will also promote their psychological quality;People often make unreasonable,inactive and incorrect attributions in learning success or failure,so learners are likely to have a sense of learned helplessness in the learning process,and have a bad influence on future learning behaviors,even self-destructive,no longer study hard.Studies have shown that many secondary vocational students fail to master the positive learning failures,which leads to decreased learning confidence,negative emotions such as depression and disappointment,and gradually lose their expectations for success in learning,and their academic performance is not improved.The main task of this study is to investigate the attribution characteristics of the physics learning success of students in a secondary vocational school in Yantai City through the author's own learning success or failure attribution questionnaire,and to understand the success or failure of learning,gender,grade and professional attribution to students.influences.Then,according to the attribution characteristics of secondary vocational students,targeted teaching suggestions are proposed to guide the formation of good and positive attribution methods for secondary vocational students.Through practical investigation and analysis,the thesis focuses on the status quo and difference analysis of learning success or failure,which has the purpose of improving the physics learning confidence of secondary vocational students,promoting their mental health development and practicing physics teaching practice.Significance.The questionnaire on the success or failure attribution of physics learning of secondary vocational students is a questionnaire adopted by the research in this thesis.The design basis is based on Weiner's three-dimensional attribution theory.The test paper is divided into A volume and B volume.A student who has self-evaluatedself-evaluation of physics is answering A volume,and a student who has failed to evaluate it is B.Taking 189 secondary vocational students in six classes of a secondary vocational school in Yantai City as the research object,the characteristics of the attribution of physics learning success or failure were investigated.The results show that:(1)The secondary vocational students generally make external attributions to the success or failure of physics learning,and they give the highest level of evaluation of the teaching level factors.(2)The self-evaluation of physics learning in secondary vocational students is significantly different between the winners and the losers.Successful people pay more attention to the influence of efforts,learning methods,interest in learning,and teaching level factors.The losers regard the learning foundation and teacher-student relationship as important factors influencing the results of physical learning.(3)There are gender differences in the attribution of physics learning in secondary vocational students.The difference is reflected in the attribution methods of male and female secondary students who fail in physical learning.Female students value the influence of their own learning ability and learning method factors more than boys.(4)There are grade differences in the attribution of physics learning in secondary vocational students.The difference is reflected in the attribution of successful people,and also in the attribution of losers,but the attribution of losers is more different.Significant.(5)Overall,there is no obvious professional difference in the attribution of physics learning in secondary vocational students.