The Effect Of Attribution On The Biological Academic Performance Of High School Student

Education is the cornerstone of social progress.The main task of China's ordinary high school education is to promote the all-round development of students,implement quality education,encourage students' personality development,and enable students to have the comprehensive quality to cope with social life and career development.The basic education received at the middle school stage determines what kind of colleges and universities students enter,and the high school period is also a critical period that determines the development of students,and academic performance is the stepping stone for students to enter colleges and universities.Starting from the theory and attribution theory of learning motivation,this study explores the current situation of biology attribution and biological learning motivation of high school students,explores the interrelationship between biological attribution,biological learning motivation and biological learning performance,and then starts from the non-intellectual factors that affect students' biological learning,provides teachers with effective guidance and suggestions in teaching activities,and improves the effect of biological learning.The study choose a high school in Nanyang City,Henan Province to carry out issue questionnaires,conduct surveys and data collection.first of all,analyze the current situation of senior high school students' biology attribution and biological learning motivation,and the differences in biological attribution and learning motivation of students of different genders and different grades were analyzed,and then the correlation analysis between variables was carried out,and finally the mediating effect between internal motivation and external motivation between positive attribution and biological achievement,negative attribution and biological achievement was analyzed,and through investigation and research,the following conclusions were drawn:(1)In terms of gender differences,There were no remarkable differences in positive and negative attribution among high school students of different genders,and there were no significant differences in internal and external motivation among high school students of different genders.(2)In terms of grade differences,there are significant differences in negative attribution among students of distinct grades,the negative attribution scores of the first grade are higher than those in the second grade,and there are no significant differences in internal motivation and external motivation among students of different grades.(3)Positive attribution and internal motivation have a direct positive predictive effect on the biological achievement of high school students,and negative attribution and extrinsic motivation have a direct negative predictive effect on biological achievement.(4)The mediating effect between internal and external motivations between positive attribution and biological achievement,and between negative attribution and biological achievement,is significant.