Research On The Relationship Between Learning Attribution, Learning Strategies And Academic Achievement Of Vocational College Students

In this study, 1400 students in Nanjing Engineering Vocational College were selected as research subjects——400 of them as the object of the first questionnaire revised, 1000 of them as the object of the formal questionnaire. I use the scale of revised learning strategy (LAS SI) and the scale of Multidimensional-attribution achievement attribution questionnaire(MMCS) to know the relationship among learning attribution,learning strategies and academic achievement and find the differences on the demographic variables (gender, grade, professional) and the role of intermediary of learning strategies between learning attribution and academic achievement.The results are as follows:1.The revision of Learning strategy scale is successful and can be applied.2.Boys tend to be more luck attribution than girls;The third grade most tend to effort attribution, followed by the fourth grade, first grade, second grade;The first grade most tend to situational attribution, followed by the second grade,fourth grade,third grade;The second grade most tend to luck attribution,followed by the fourth grade, first grade, third grade;3.Girls use learning attitude, time management, selecting main ideas, test strategy better than boys;Boys use information processing better than girls;Attitude of learning strategies among the grade from good to bad is the first grade,third grade,second grade,fourth grade;Anxiety levels among the grade from high to lower is the fourth grade,third grade,second grade,first grade;Concentration degree among the grade from high to lower is the fourth grade, third grade,first grade,second grade;Time management and information processing strategies used among grade from high to low are the third grade,first grade,fourth grade,second grade;Selecting main ideas and test strategy used among grade from high to low are the third grade, fourth grade,second grade,first grade;4.Girls' academic performance is better than boys';The third grade's academic performance is highest, followed by the first grade, fourth grade, second grade;5.The relationship between the learning attribution and academic performance is part of relevant; Situational attribution has negative prediction to academic achievement.6.The relationship between the learning strategies and academic performance is highly correlated. Attitude and motivation have positive prediction to academic achievement.7.The relationship between the learning attribution and learning strategies is highly correlated.8.Attitude and motivation play the role of intermediary between situational attribution and academic achievement.Conclusion as follows: The revision of Learning strategy scale is successful and can be applied; Learning attribution?learning strategies?academic achievement on gender differences,grade differences are significant, the differences between each dimension are different. The relationship among the learning attribution, academic performance and learning strategies are correlated. Situational attribution has negative prediction to academic achievement,Attitude and motivation have positive prediction to academic achievement; Academic performance can be predicted by learning attribution directly, also be predicted by learning strategies indirectly.