A Study On The Motivation Of High School Students' Geographical Learning Motivation From The Perspective Of Attribution Theory

Geographical learning motivation has the function of stimulating,orienting and maintaining high school students 'geography,which is an important non-intellectual factor that affects students' geography achievement and learning effect.In the process of geography learning,each student will be self-learning behavior generated by the attribution of analysis,but this analysis to a certain extent,one-sided and blind,resulting in negative,incorrect attribution The This attribution will negatively affect the student's expectations and psychological changes in the mood,thereby weakening the student's learning motivation.On the contrary,the correct attribution has a positive effect on the motivation of learning motivation.Therefore,it is very important to guide students to correct and positive attribution and stimulate students' motivation of geography.This study is the motivation of high school students' geography learning motivation from the perspective of attribution theory.The author through the questionnaire survey and classroom observation and other methods to more detailed understanding of the students of the geographical motivation of learning,influencing factors and learning outcomes attribution tendencies.And put forward the suggestions and strategies to guide students to correct the attribution of geography,and have the important guidance and reference significance for high school geography teaching.This paper consists of six parts: the first part,from the subject of the research background,research significance,domestic and foreign research status,research content and research methods and technical aspects of five aspects of elaboration.The second part,the more systematic description of the geography learning motivation and attribution theory of the relevant concepts and theoretical basis.The third part is the design and implementation of the survey,which mainly includes the purpose of the investigation and the selection of the survey object,the preparation of the questionnaire and the implementation of the investigation.The fourth part is the data obtained from the collected questionnaire using SPSS statistical analysis software for research and analysis.The results are as follows:(1)the overall level of geography learning motivation of high school students is not high;(2)there are obvious differences in different dimensions of geography learning motivation in different dimensions;(3)learning motivation is positively correlated with performance,and the correlation between external motivation and achievement is greater than that of internal The relationship between motivation and achievement;(4)the main factors that affect the students' motivation of geography learning in combination with the survey data analysis;(5)the attributional tendencies of students with moderate and low academic performance are more negative;(6)the attributional tendencies of learning effect and the motivation of geography related analysis.The fifth part is the suggestions and strategies to guide students to correct attribution and stimulate students' motivation of geography.The sixth part,the conclusions and shortcomings of this study.