Relationship Among Achievement Reference, Achievement Attribution, And The Habit Of Independent Study Among Middle School Students

The “teacher-centered” teaching model formed under the traditionalteaching situation, not only neglected the cultivation of students’ personality, but alsoaffect the student’ lifelong learning implementation. The core concept proposed by theNew Curriculum Reform that “Make students become active and independent learners”has brought the issue of independent study to many educators’ attention. Middle schoolstudents showed significant heart “semi-native semi-mature” state, in the developmentof life “critical period” and its social cognition, self-awareness is still in thedevelopment stage, the need for more by comparison with others to gain self-knowledge.Zimmerman’s “self-regulation of learning theory” emphasizes independent learning inindividual behavior, environment interact to form three, that attention in the learningenvironment to influence others for their own behavior. This paper discusses its impacton learning autonomy, making recommendations to improve the level of middle schoolstudents’ independent study more focused and operational zed through middle schoolstudents’ comparative study of the situation.This study of San Ming city, Fujian Province, two secondary schools, a randomsampling795students as research subjects. To “comparison of Students Questionnaire”,“multi-dimensional-multi Attribution Scale”,“Independent Learning Scale” as aresearch tool to compare from middle school students, learning attribution perspective, amore systematic study of high school autonomy learning.By study the following conclusions:（1）Compare the characteristics of each dimension of middle school studentsunbalanced development factors, but generally have a tendency to compare with others,which comparison of the mean minimum down, indicating that the middle schoolstudents less than their own people as a comparison. And more is to use aggressive upward comparison, and in the comparison process, resulting in the highest mean scoresof self-improvement effect;（2）Middle school students in the success or failure scenarios, and more will beattributed to the internal aspects of their own lack of ability or do not work hard;（3）Overall middle school students’self-learning is on the middle level, where theautonomy of learning content highest average, indicating that more middle schoolstudents to choose their own learning content, but to grasp the learning strategies to beimproved;（4）A comparison of middle school students,significant differences on sex,whether as a class cadre, class rank, middle school students due to the presence ofsignificant differences in gender, grade, whether it is the only child, middle schoolstudents self-learning there are significant difference in class rank, grade, whether as aclass cadres;（5）Comparison of middle school students, between academic attribute andself-study three significant positive correlation;（6）Relatively middle school students, middle school students academicattribution can predict the level of self-study, the study attribution the success andfailures attributed to foreign attributed partially mediated between the academicindependent study comparing.Finally, the article for the study, targeted from the perspective of teachers andstudents, in order to improve the level of middle school students self-learning, toprovide specific guidance and learning.