Research On The Influence Of Academic Attribution On Academic Achievement Of College Student

In recent years,with the development of educational psychology,more and more attention has been paid to the research on the influence of non-cognitive factors on students' study.Academic attribution is a process in which students form a mental view of their academic performance,seek reasons and explanations for their academic achievements.The process of academic attribution will cause students to change their emotion towards their studies,and the results of attribution will have an impact on their subsequent learning behavior.Taking attribution theory as the theoretical basis and undergraduates and master students as the research objects,this study studies the influence of academic attribution on academic achievement,and explores the internal relations among academic attribution,autonomous learning and academic achievement of college students through the intermediary of autonomous learning.Based on extensive reading of existing literature on academic attribution,autonomous learning and academic achievement,the research hypothesis of pairwise correlation between three variables and the mediating variable of independent learning was proposed.According to the hypothesis,the attributions of ability,effort,task difficulty and luck were constructed,taking learning motivation,independent construction of learning environment,independent learning input and independent learning regulation as mediating variables,with college students' academic achievement as the dependent variable,"academic achievement attribution,autonomous learning,college students' academic achievement" model was be established.Based on Weiner's achievement attribution theory,reference to Zimmerman's research framework of autonomous learning and Wei Guo Pang's "autonomous learning of primary and middle school students learning autonomy scale ",combined with the actual study and life of college students and the real problems to be explored in this study,this study adopts "the multi-dimensional-attribution scale" and "autonomous learning questionnaire",conduct a questionnaire survey,using small sample pre-survey and factor analysis,formed the formal questionnaire.On this basis,the empirical analysis method is used to carry out corresponding statistical analysis and hypothesis test,including descriptive analysis of academic attribution and independent learning of college students,difference analysis based on demographic variables,correlation analysis,regression analysis and mediating effect analysis.This study draws the following conclusions: among the four kinds of academic attributions of college students,the tendency of effort attribution is the most obvious,followed by ability attribution,luck attribution and task difficulty attribution.The tendency of internal academic attribution is significantly higher than external academic attribution.There were significant differences in attributional styles between students at different academic stages and those with or without student cadre experience.In the four dimensions of college students' autonomous learning,the degree of autonomous learning from high to low is learning motivation,autonomous learning environment,autonomous learning investment and autonomous learning regulation.There are significant differences in the dimensions of autonomous learning among students at different academic stages and with or without student cadre experience.The hypothesis that academic attribution,autonomous learning,and academic achievement are related to each other and that autonomous learning is a mediating variable has been verified.According to the research results,the corresponding educational suggestions are put forward.Strengthen the internal attribution tendency of students,gradually help students establish outcomes that attribute academic success to controllable factors,and guide students to form a positive attribution style of academic attribution;Educators should not only guide the students to have the inner learning motivation to love knowledge and culture through education,but also set up reward mechanism to strengthen the external learning motivation of the students to promote their autonomous learning.