The Study On Learning Achievement Motivation And Self-Atribution Of Xinjiang Bilingual Educational Middle School Students

This thesis is a discussion on the learning achievement motivation and self-attribution of the middle school students in Xinjiang bilingual educational classes. It is true that in the process of bilingual learning, students are quite different from one another in affective factors, cognitive, styles and learning environment, which lead to success or failure in the end.It begins with the literature review, including the previous studies on achievement motivation and self-attribution. The so-called achievement motivation means the inner powers which drive the person to get the success and achievement in the specific field of the social activities. The attribution theory focuses on causal explanations for events or behaviors. The prior researchers on attribution before Weiner emphasized the information-processing aspects of human behavior. Weiner derives the strength from aspects of achievement motivation and views of the prior researchers on attribution and constructs the attribution theory of motivation. The first chapter is concerned with the importance and necessary of the study on the middle school students of Xinjiang bilingual educational classes, as for the former studies are only on the school students of the majority in China. Based on the rationales, from the second chapter, an investigation has been carried out among six bilingual educational classes of Urumuqi senior high school. The investigation consists of three parts: questionnaires on learning achievement motivation and self-attribution, and the relationship between learning achievement motivation and self-attribution. According to the data, a valid regression equation is founded and the path analysis is processed. The conclusions are follows: 1. Aspect of the learning achievement motivation:⑴Generally speaking, the learning achievement motivation of the bilingual classes'students is that the self-inclination obviously high than the social-inclination;⑵No matter the self-inclination or the social-inclination, girls'learning achievement motivation is obviously high than boys';⑶The development of learning achievement motivation is steady, no matter the self-inclination or the social-inclination is not different obviously in every grades;⑷Learning achievement motivation of the high mark group is high than the low mark group in general, and remarkably in self-attribution. 2. Aspect of the self-attribution:⑴The students of bilingual educational classes have diverse forms of self-attribution tendency, and most attribute the success and failure to the interior causes, such as learning method and attitude, less attribute it to the exterior causes, such as teacher's prejudice and lucky;⑵There is a remarkable difference between the two sexes in the bilingual educational classes;⑶There is a remarkable difference in three grades'students of the bilingual educational classes;⑷There is a remarkable difference between the...