The Study On The Relationship Among Learning Attribution, Meta-cognitive Strategy And Learning Achievement Of Senior High School Students

Purpose: To explored the present situation of high school students’ learning attribution and meta-cognitive strategy and further explored the relationship among learning attribution, meta-cognitive strategy and learning achievement. Based on the results this study provided some opinion and suggestions to high school students, their parents and high school educational workers, in order to guide students to reasonable attribution, improve the level of meta-cognitive strategy and improve the learning effect.Methods: Using the research approach of “literature review—questionnaire revision--empirical investigation--statistic analysis of data”, mainly with the methods of literature and questionnaire, the tools of meta-cognitive strategy questionnaire revised and learning attribution scale, this study investigated 1040 senior high school students from three public schools in Henan. Using the statistical tools of SPSS16.0 with the data collected, the results indicated:1. The revised meta-cognitive strategy questionnaire of high school students has good reliability and validity. It could be used as a measurement of high school students’ meta-cognitive strategy.2. Overall, for the high school students, they prefer to own efforts in terms of learning attribution. It’s a kind of controllable and positive attribution. The level of meta-cognitive strategy slightly higher than average, indicating that they are concerned the application of the learning method. But there is still room to improve.3. The high school students’ learning attribution has a significant difference on the demographic variables such as gender, origin, subject, whether the one-child, whether the class leader and grades.4. The level of high school students’ meta-cognitive strategy has a significant difference on the demographic variables such as gender, origin,whether the class leader and grades.5. There are different degrees of significant correlation among learning attribution, meta-cognitive strategy and learning achievement. The meta-cognitive strategy has full intermediary effects on success-ability attribution and mathematics achievement, as success-ability attribution and overall achievement.