A Study On Relationship Between College Students' Achievement Attribution And Metocognition And Metal Health

University students are future of the county and they are mainstream of 21th century. In uneversity life, study is the most basic and the most important activety for university students. Academic achievements are the ultimate results of university students' and also are direct reflection of teaching quality of university. Analysing the attribution of students' achievements will help them learn study order better and improve teaching methods. At the same time, it will help to find out the existing problems in university, and help university to improve teaching management, and therefore improve teaching quality. However, university students' study is a special cognitive process which should use cognitive stratigies with a series of metal activeties. Their learning activities have much to do with metacognition and mental health.There are detailed literature reviews about some important research results and theoretical views on achinvements attribution, metacognition and mental health in this paper. The relationship between metacognition and mental health and the feature of university students achievement attribution are confirmed through experimental study. The questionnaire and exam are employed in the study.The purpose of the study is to learn the features of university students academic achievements attribution and the relationship between metacognition and mental health.The instruments: The Multidimentional-Multiattributional Causality Scale (Lefcourt, Von Baeyer, Ware & Coxl979); The same evaluation survey of metacognition (by dongqi) ; SCL-90 evaluation survey of mental healty.The results of the study show that university students achievements attribution tend to be inner attribution. In genenal, there is no difference between sexes, between only-one child and not only-one child ,but there is difference between grades,Concerning with success attribution, there is significant sex difference in ability and effort. Also there is significant difference in situational factors. The factors of achievement attribution of university students are closely related to that of metacognition. The more stable the attributive style is , the more the level of metacognition is . As far as mental health is concerned, there is difference between sexes, grades and also there is difference between only-one child and not only-one child. There is a linear relationship between university students' academic achievement attribution and mental health.