The Relation Of Achievement Attribution, Self-esteem And Learning Burnout Of Higher Vocational College Students In Shanghai

This passage is based on the research carried out in the past. By recognising the achivement attribution, self-esteem and tired-learning of the Higher Vocational College Students in Shanghai, trying to further explore the relationship among the achivement attribution,self-esteem and tired-learning. Research chooses all 3 grades in 8 Higher Vocational College, totally 1794 samples, uses tools such as the Achivement Attribution Questionnaire of College Students, the Scale of Self-esteem, the Tired-learning Questionnaire of College Students, and convey the survey by on-site questionnaire. The research got 1743 valid questionnaires from all 3 kinds of paper, and the percentage of efficiency is 97.2%. Analysing the data by the SPSS 15.0, we came to the conclusions as follows:1. They, Higher Vocational College Students in Shanghai, tend to attribute success to external factors while do failure to internal ones. Further analysis suggests that when attributing achivements, they have significant differences in gender and family-income level, not in grades. In the success attribution, girls get significant more points than boys on the dimension of ability and effort, and higher family-income students have more points than the lower significantly. But in the failure attribution, boys get significant more points than girls on the dimension of luck and situation, and lower family-income students have more points than the higher significantly.2. They, Higher Vocational College Students in Shanghai, exist grades and family-income differences much significantly, and gender differences are not found. The level of self-esteem becomes lower and lower as the grades rise. There exists specially significant differences in the self-esteem level between Grade 1 and 3, also between Grade 2 and 3. Besides, lower family-income students have higher level than the opposite significantly.3. Shanghai Higher Vocational College Students are learning in general Learning burnout, and more serious, in a concrete manifestation of depression, low sense of achievement, as well as misconduct. In the three aspects, depression got the highest scores, secondly the low sense of achievement and thirdly the misconduct. The analysis of all dimensions in Learning burnout found that, in depression, there are significant differences existed in gender, grades and family-income between Higher Vocational College Students; in low achievement existing the effect of grade ;in the act dimension, higher college students have significant gender and household income differences .4. Analysis of the relationship between Shanghai Vocational College Students' achievement attribution, self-esteem and the learning fatigue found that self-esteem and vocational college various dimensions of burnout was a significant negative correlation; attribution to the success internally and to the failure externally and learning fatigue in all dimension showed significant negative correlation, but attribution to the success externally and to the failure internally and learning fatigue in all dimensions were significantly correlated; In addition to not significant with attribution to the success externally, other dimensions of self-esteem and achievements attribution were significantly correlated.5. From the conclusion above, we can see that the achivement attribution, self-esteem and tired-learning have significant correlation in either pair. To make clear the relationship among them and to proving the hypothesize of the research, that is, the achivements attribution affects tired-learning by the self-esteem, we get help from the software pack AMOS4.0, to view the internal relationship.The results show that ,self-esteem plays an intermediary role during dimensions of the achivement attribution and dimensions of the tired-learning. And self-esteem plays an intermediary role partly between the conditions follows: internal attribution of the success and depression in emotion, internal attribution of the success and improper behaviors, internal attribution of the success and low achivement, external attribution of the failure and depression in emotion, external attribution of the failure and low achivement. Besides, self-esteem plays an intermediary role entirely between the conditions follows: internal attribution of the failure and depression in emotion, internal attribution of the failure and improper behaviors, internal attribution of the failure and low achivement, external attribution of the failure and improper behaviors.