A Study On The Relationship Among Self-attribution,Learning Strategies And English Academic Achievement Of Secondary Vocational School Students

The main idea of quality education is to promote students effective learning through actively and independently taking part in learning activities.In the course of the educational reform,English teaching objectives also add new content.English teaching not only requires students to master listening,speaking,reading and writing skills,but also foreign learning strategies.Nowadays,Educators at home and abroad made a lot of related researches on the learning strategies and found that there were many internal and external factors influencing the choice of learning strategies.Self-attribution is one of considerations in school context.Self-attribution stresses explanations of behavioral outcome in success or failure and affects consequent actions.So self-attribution plays a necessary role in English teaching.Previous study focuses on the relationship between self-attribution and English academic achievement or the correlation between the learning strategy and English academic achievement based on literature review.But this thesis will study the correlation among self-attribution,leaning strategies and English academic achievement by the means of Pearson Correlation and Multiple Linear Regression.The thesis is based on the learning strategies and Weiner’self-attribution theory and chooses 180 students as research subjects from secondary vocational school in Baotou city.The thesis uses the method of quantitative study,which adopts the learning strategy questionnaire and academic achievement attribution questionnaire as research instruments.The aim of the thesis is to study the correlation among self-attribution,learning strategies and English academic achievement and to what extent do they predict each other.The study puts forward four questions:(1)Is there correlation between self-attribution and English academic achievement for secondary vocational school students? If there is,to what extent?(2)Is there correlation between learning strategies and English academic achievement for secondary vocational school students? If there is,to what extent?(3)Is there correlation between self-attribution and learning strategies for secondary vocational school students? If there is,to what extent?(4)Is there correlation among self-attribution,learning strategies and English academic achievement for secondary vocational school students? If there is,to what extent? This thesis uses SPSS(20.0)to analyze statistical data in the aspect of Pearson correlation and multiple linear regression.The results of the study are presented as follows:(1)Effort-success attribution and luck-success attribution have negative correlation with English academic achievement,they are respectively(r=-0.192,p<0.05)and(r=-0.195,p<0.05).Three variables of effort-success,luck-success and context-failure attributions can explain 8.9% of English academic achievement.(2)Monitoring strategy(r=0.371,p<0.05)and social strategy(r=0.324,p<0.05)have positive significant relationship with score of English.What is more,cognitive strategy(r=0.292,p<0.05)and resource strategy(r=0.188,p<0.05)are positively related with English academic achievement.Monitoring strategy can explain 13.8% of English academic achievement.(3)Ability-success attribution has positive correlation with social strategy(r=0.173,p<0.05).Besides,context-success attribution is negatively related with social strategy(r=-0.161,p<0.05)and monitoring strategy(r=-0.229,p<0.05).And context-success attribution can effectively explain 2.4% of English academic achievement.(4)Effort-success attribution and monitoring strategy can effectively explain 17.7% of English academic achievement.The results of the study can have access to help students make correct and positive attribution to some extent and choose proper learning strategies to improve students’ English academic achievement through correlation among self-attribution,the learning strategy and English academic achievement.This thesis puts forward some suggestions from dimensions of self-attribution and the learning strategies in order to improve students’ English academic achievement.There are some shortcomings in thisthesis.Because the author’ time and energy is constrained,it is impossible to make complete analysis,which needs efforts in future.This thesis studies the correlation among self-attribution,learning strategies and English academic achievement for secondary vocational school students,which people can know about phenomenon of current situation for secondary vocational school students.In the future research,the thesis can study the correlation from other aspects of self-attribution and the learning strategies,which influences on English academic achievement.