The Researcher On The Achievement Motivation & Attributional Character Of The Developed Areas University Teachers

The nature and role of the teachers work directly affects the quality of personnel training and development of higher education, what's more, the personnel training processes and mechanisms are very different with material production, so it requires educational administrators implement various ways to inspire enthusiasm of teachers and educational research capabilities according to the gender, age, education titles, need of the teachers.In order to strengthen the university meaning construction, implement internal management system,and fully explore college human resources--the potential abilities of college teachers to achieve higher health, rapid, and sustainable development, we must understand the psychological law of University Teachers.As the most important driving force of human acts,achievement motivation not only affects the efficiency of people's behavior, but also affects the level of human ambitions and achievements of size, in view of this, in this study we select 223 teachers from Zhengzhou, Henan Province, Jiaozuo, Xinxiang which are less developed regions in China (in Henan Province), using questionnaire methods to explore the achievement motivation and the attributional characteristics of the college teachers in-depth and detailed。In this study,we use two standardized instruments that are Achievement Motivation Scale (AMS) and multi-dimensional——multi-causal attribution scale (MMCS), and the last we use SPSS 13.0 statistical software and EXCEL for data analysis of variance, correlation analysis, regression analysis and so on, the conclusions as follows:(1)There are significant difference in the achievement motivation of the developed areas teachers among the age, job title, qualifications;(2)Tthere are no significant difference in attributional characteristics of the developed areas teachers among age, job title, qualifications;(3) In the success situation, the university teachers'internal attribution is significantly positively correlated with achievement motivation,the pursuit of success in the less-developed regions; stability attribution is significantly positively correlated with achievement motivation; controllability attribution is significantly positively related with motivation to avoid failure; non-controllable attribution is significant negative correlation with the motivation of pursuit of success.(4) In failure situation, the university teachers'internal attribution is significantly positively correlated with the motivation of avoiding failure in the less-developed regions; external attribution is significantly negatively correlated with achievement motivation; stability attribution is significantly positively correlated with achievement motivation; instability attribution is significantly positively correlated with the motivation of avoiding failure; non-controllable attribution was significant negative correlation with achievement motivationAt the last,the author proposed to some targeted policy and recommendations to improve the achievement motivation of college teachers according to the conclusions...