Attribution Of High School Students Academic Research

Correct attribution reflects the health psychological and the health personality of the students. It is with "self concept" of the student mutual influence. It also affects the selection of students for further learning behavior,and long-term future goals and tasks. Therefore, exploring the ways of students is a urgent task for teachers and education-related institutions; To change the negative attribution of students has also become an urgent problem. Meanwhile, the horroring is also the one of the part of the psychological problems of students. To give students a freedom and peaceful mind, is also the wish of all of our teachers.In view of the above problems. This paper uses a literature study, Interviews (including interviews with the students themselves and parents). Investigation of the case law (for the students who have severe fear mainly), Self questionnaires, etc.600 students in three secondary schools (545 questionnaires) at Tianshui City in Gansu Province Qinzhou District were attributed to learning achievement survey. Interviews were conducted on a small number of people, carried out home visits to individual students, we know about more comprehensive the solution of the achievements of middle school students in Tianshui Qinzhou attribution condition, for the teachers, students, parents relevant educational institutions in Qinzhou area provide advice and recommendations, and hope for their further decisions.This paper surveys the following conclusions:①Excellent students tend to internal, controllable, stable attribution, which is a positive attribution. The pressure of horror is low, but we should also be to create a easier learning environment for them.②The student of better level of learning, also tend to attribute internal, stability and control attribution, which is very positive. The number of terms in horror to 50%. which is worried.③There is no difference between internal and external attribution for the middle-level students. The student who is in horror is percent 68 of the total number of students accounted, which shows that they have the more serious inferiority complex on the examination.④The students of poor level attributed to the stability of the inclined external controllability attribution, the percent of the student who are in horror is 71 percent.According to these findings, this study made the following recommendations:①Teachers should have a positive attitude to students;②The students should have confidence in their abilities, and believe the role of hard;③The evaluation system of school should be highly targeted, and can not engage in "indiscriminate" in order to allow as many as students to experience the success;④The learning environment should be a positive environment, to ensure their healthy growth;⑤ About family education, we should have a correct experience of adult.According to these findings, new knowledge obtained as follows:①It is essential for students to experience progress and success, especially for those who have little success in learning:②In the majority of students think that mastering a good method of learning, hard work and having the innate ability are the key to success, which shows most students have a rational Attribution:③The students of excellent and good levels have a more positive attribution. The student of moderate and poor levels need special attention and guidance of teachers:④With the lower grades, external factors, uncontrollable factors and factors of instability gradually strengthened;⑤With the lower grades, the horror of learning intensified. Also, the horror of parents and examination results is dominated;⑥The teachers, parents and schools should build a warm and friendly environment for students.This article is divided into six chapters:①The first chapter is an introduction, to describe the need to research the problem, the status of the present research for domestic and foreign students attribution, research projects and technical routes.②ChapterⅡis to iintroduce the related Concepts of attribution, which introduces the concept and the major factors of attribution, the content of students learning attribution, the trend of research and development, and the relationship between academic success or failure, self-efficacy, effort and attribution.③The third chapter is to iintroduce the methods and processes of research, which describes the relevant circumstances in this study;④ChapterⅣis to iintroduce the investigating results and the Reasons, which research the main attribution, the harboring iders.and attribution dimensions;⑤Chapter V is to iintroduce countermeasures and suggestions, which is based on the analysis of attribution and horror. The suggestions include teachers, students, student environment, schools and parents;⑥ChapterⅥis the conclusion.