High School English Learning Attribution In Empirical Research

Two questionnaires—senior high students' attribution questionnaire and the questionnaire on English learning of senior high students are used to investigate the characteristics of senior high students' English learning attribution and the relationship between the attribution and their English learning achievement.Analyzing the statistics, the followings are found:1) In general, the attribution of senior high students are benign and positive because they seem to prefer the self-controllable and intrinsic factors like learning methods and efforts to self-uncontrollable and extrinsic factors like luck and teachers.2) Compared with girls, boys are more apt to attribute their learning results to extrinsic factors like luck and teachers.3) On the whole, the students of Senior 1 attribute their failure and success to their efforts most. And they attribute their success to interest most as well while the students of Senior 3 attribute their success to interest least and attribute their failure to luck, teachers most but attribute to efforts least.4) The students whose English is just so-so or even poor attribute their learning results to self-uncontrollable and extrinsic factors like luck, teachers and they are apt to attribute their failure to their poor English-learning ability.5) Those who attribute their success to high ability, proper learning method and high interest have a higher self-efficacy with more confidence towards their subsequent learning and have a more positive learning behaviour with less negative emotion like anxiety, while those who attribute their failure and success to luck have a lower self-efficacy, less confidence and a more negative learning behaviour and those who attribute their failure to poor ability, teachers' improper teaching method and lack of teachers' help have more anxiety with little confidence.