| High school students are in an important stage of psychological development.Previous studies have shown that adolescent’s attribution style has a predictive effect on depression,and individuals with low self-efficacy often have more negative emotional experience.Therefore,this study aims to explore the characteristics and relationship of attribution style,mental health and academic self-efficacy among high school students,so as to provide reference for enhancing academic self-efficacy and improving mental health status of high school students.In this study,the Multi-dimensional Multi-Attribute Causality Scale(MMCS)compiled by Lefcourt et al.,the Academic Self-efficacy Scale compiled by Liang Yusong,and the Middle School Student Mental Health Scale(MMHI-60)compiled by Wang Jisheng were used as research tools.With convenience sampling,four high schools in Hunan Province(two provincial model high schools)were selected.556 high school students from two non-provincial model high schools were selected as the research objects.Through questionnaire investigation and analysis,the following conclusions were drawn:(1)There are significant differences in the attribution styles of senior high school students on demographic variables.In terms of gender,male students are more inclined to use effort and luck attribution.In terms of grades,students in Grade One and Grade Two are more inclined to use effort attribution style than students in Grade Three,and students in Grade One are more inclined to use situational attribution style than students in Grade Two.In terms of subject selection,compared with history subject selection students,physics subject selection students and non-science students are more inclined to adopt effort attribution style,while non-science students are more inclined to adopt situational attribution style than physics subject selection students.(2)The individual dimension of high school students’ mental health has significant differences in demographic variables.In terms of gender,male students scored higher in the dimension of psychological imbalance.In terms of grade,compared with the senior grade,the senior grade students score higher in the dimension of learning stress and psychological imbalance.The scores of depression and anxiety of history students are higher than those of physics students,and the scores of psychological imbalance and study stress of non-science students are higher.(3)There are significant differences in demographic variables of high school students’ academic self-efficacy.In terms of gender,male students have higher academic self-efficacy.In terms of subject selection,compared with those who don’t choose science and those who choose history,those who choose physics have a higher sense of academic self-efficacy.In the dimension of academic ability self-efficacy,high school students with family income greater than 10,000 yuan and only child high school students have higher scores,while high school students whose fathers have received college education or above have higher scores in the dimension of academic behavior self-efficacy.(4)High school students’ ability attribution,situational attribution and luck attribution style are significantly negatively correlated with academic self-efficacy,while effort attribution is significantly positively correlated with academic self-efficacy.(5)High school students’ ability attribution,effort attribution,situational attribution and luck attribution style have significant positive correlation with mental health.(6)The academic self-efficacy of high school students can negatively predict the score of the mental health scale,that is,the stronger the academic self-efficacy of high school students is,the better their mental health will be.(7)High school students’ academic self-efficacy played a partial mediating role in the relationship between attribution style and mental health. |
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