| The purpose of the research is to study the developmental characteristics and correlations among adolescents of Guangzhou's attribution style, academic self and academic adaptability, and discuss the intermediary effect of academic self. Through experimental studies to research the mechanism of adolescents'academic self and the attribution style among different levers of their academic adaptability and academic self.Relevant results :(1) Gender, grade to attribution style, academic self and academic adaptability as a significant impact. Either success event or failure event, the girls were more inclined to attribute the result to themselves than boys. The students of the tenth grade were more tend to attribute the failure to themselves than the seventh and the eighth. The girls had higher general level of academic self than the boys. Junior-One Students had the highest scores of attribution style, academic self and academic adaptability among four grades. In the total academic adaptability and the dimensions, the girls had higher grades than the boys. With the growth of grade, the level of academic adaptability was showed increased and then decreased, it is falling down from the 7th grade to the 9th grade and rising up from the 10th to the11th.(2) The scale score of academic adaptability and score had significantly correlation with the total academic self and dimensions. Academic self was the partial mediator variable between attribution style and academic adaptability, was the total mediator variable between attribution style and score.(3) In addition to the result has no significant difference on the reaction time to encode passive vocabulary and the encoding bias, the high grade group and the low grade group had significant differences in the reaction time to encode positive vocabulary and passive one and encoding bias.(4) General data and case analysis showed, three groups had significant differences in the attributive characteristics, response bias and the general attribution. |
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