Attribution Training On Self-efficacy Decreased Inhibition Studies, The Teaching Of Biology

Attribution theory and self-efficacy was one of motivation theories last century. Since American psychologist F.Heider developed attribution theory in 1957 and A. Bandura developed self-efficacy in 1977, the research on self-efficacy and attribution theory has been paid wide attention by educators, psychologists and sociologists.Whether there exists discrepancy among middle students in grade, sex, cognitive style and what measures should be taken to different students have been argued.The achievements of Junior 2 students begin to decline. In accordance with the conclusion that the ratio between achievement and self-efficacy is direct, their self-efficacy must decline remarkably. The research focuses on how to control the self-efficacy declination of biology learning through attribution train. The conclusion is that attribution train can control the declination of self-efficacy.The thesis first discusses the influence on which attribution train has biology achievement and then draws a conclusion that attribution train can effectively improve students' achievement without sex difference by ANOVA. Aggrandizement correcting active attribution has a better effect on boys than girls. Team development right attribution has a better effect on girls than boys. The conclusion was drawn that knowledge is developed in proportion on the basis of memory, understanding and appliance. The later is developed based on the front. So basic knowledge and skills should be paid in regular classroom. The linear relationship between achievement and self-efficacy is not straight line but a one with curve.Analysis of the changes of attribution tendency comes to conclusion by Crosstabs that there is no significant difference between the experimental class and the control class. The difference among cognitive styles, after regulatory variable was introduced, the conclusion was drew that there is no difference among cognitive style and that there isn't sex difference among positive correcting attribution but sex difference among team development right attribution.The analysis of results of Paired-Samples T-Test is that self-efficacy of Junior 2 students began to decline strikingly. The difference of experimental class is not striking after and before test. The difference of control class is striking. It proved that attribution train can control the declination of self-efficacy. Sex difference that difference among boys is not striking but striking among girls exists in self-efficacy due to attribution train without cognitive difference. Self-efficacy of the control class declined, and there isn't difference of sex difference but difference of cognitive style. The difference of field-dependent is not striking and field-independent is striking after and before test.Besides, the research proved theoretically and practically that there isn't essential distinction between correct attribution and positive attribution. At the same time another finding is that one kind of class teaching pattern is hard to deal with the individual difference of students.The suggestion is that non-intelligence train and difference among students should be paid and differentiating instruction should be carried out, that cooperative learning should be encouraged and learning strategy and correct and positive attribution manners should be trained. Also, self-efficacy should be trained in different ways and a variety of teaching methods should be adopted.