| This thesis reports on an interference study of attributional training to students' academic achievements, attributional styles and confidence in vocational colleges. Vocational education is being considered more important than ever before and vocational college students, as a special group of college students, need further study especially in their psychological aspects since they are different from either undergraduates or middle school students. A group of teachers in Kunming Metallurgy College first made a survey on students in vocational college about their attributional styles of English learning, whose results revealed that many students have unfavorable attribution characterized by attributional styles and confidence in English learning. Under such circumstances, it is of necessity to make an attempt to conduct an attributional training to vocational students to make sure whether it is effective to improve students' academic achievements, alter their negative attributional styles and promote their confidence in English learning. Researchers singled out two classes, class A (interference class) and Class B (control class) that are at almost the same level of English proficiency. After an attribution made after a pretest in two classes, researchers made attributional training in class A accordingly concerning aspects of attributional styles, confidence, English language skills training. Three months later, another attribution was carried out after a posttest, which shows that attributional training is effective to improve students' academic achievements and alter students' attributional styles. It doesn't, however, make much change about students' confidence in English learning. |
