A Study On Relationship Among English Learning Motivation,Attribution Style And Academic Performance Of Senior One Students

There are many factors influencing English academic performance.In addition to intelligence factors,non-intelligence factors are also very important.However,after reviewing the literature,the author found that there is relatively little literature on the correlation among senior high school students’ English learning motivation,attribution style and English academic performance in China.Therefore,with senior high students as the research subject,this study aims to analyze the characteristics of senior high school students’ English learning motivation and attribution style and explain the relationship among learning motivation,attribution style and academic performance.Then,according to the results,this study discusses how to inspire senior high school students’ English learning motivation and help students correct attribution,thus improving the students’ English grades.This study takes 231 students in grade one of a senior high school in Beijing as the research subjects,adopts questionnaire method and interview method,and aims to explore the following questions:1.What is the overall status quo of English learning motivation of senior one students?2.What is the overall status quo of English attribution style of senior one students?3.Is there any correlation among senior one students’ English learning motivation,attribution style and academic performance?If so,what is the correlation?The results show that:1.The English learning motivation of senior one students is at the middle level as a whole.The learning motivation level of students is as follows:learning value>external demand>internal interest>learning situation>effort degree.There is no significant difference in English learning motivation of senior one students in terms of gender and nationality,but there is a significant difference in academic level.The learning motivation level of students with high English score is significantly higher than that of students with low English score.2.The effort attribution and ability attribution of senior one students are above average,while the situation attribution and luck attribution are at lower level.There is no significant difference in attribution style of senior one students in terms of gender and nationality,but there is a significant difference in academic level.In the two factors of effort and luck,there are significant differences between the high score group and the low score group,and the score of low group is significantly higher than that of the high group.3.There is a significant positive correlation between English learning motivation and academic performance of senior one students.In addition to"situational attribution","effort attribution,ability attribution,luck attribution"have significant negative correlation with academic performance.Students’ability attribution and luck attribution have a significant predictive effect on students’English academic performance.There is a significant positive correlation between effort attribution and learning motivation,and a significant negative correlation between luck attribution and learning motivation.4.Effort attribution has a suppression effect in the effect of English learning motivation on academic performance,and luck attribution plays a partially mediating role in the effect of English learning motivation on academic performance.Therefore,this study puts forward the following suggestions.Firstly,teachers should cultivate students’ interest in English learning and stimulate their learning motivation.Secondly,teachers should guide students to establish appropriate learning objectives.Thirdly,teachers should help students make reasonable attributions and get rid of negative emotions.