A Study On The Attribution Of Success Or Failure And Achievement Motivation Of High School Students In Physics

Attribution and achievement motivation theories are considered to be one of the topical issues in the field of education,with the correct attribution style and high level of achievement motivation play a role in promoting students’ academic development.In the context of the new college entrance examination,physics has an important impact not only on students’ future professional planning but also indirectly on their individual development.Therefore,it is crucial for front-line high school physics teachers to effectively guide students to develop the correct attribution style of physics academic success or failure in order to motivate them to succeed in their studies.At present,domestic and international research on success and failure attribution and achievement motivation has focused on theoretical and professional studies,but there are not many studies that apply these two theories to high school physics.Therefore,this study is dedicated to investigate and analyze high school students’ success and failure attribution styles and achievement motivation levels in physics on the basis of attribution theory and achievement motivation theory.In this study,the "Success or Failure Attribution Questionnaire for High School Students in Physics" and the "Questionnaire on Achievement Motivation of High School Students in Physics" were used as survey tools.A total of 595 randomly selected high school students from the Eighth Senior High School and the Fourteenth Senior High School in Luoyang City were used as the research samples with the help of statistical tools such as SPSS and Excel to conduct descriptive statistics on the collected data to understand the attribution styles of high school students’ physics academic success or failure and the level of physics academic achievement motivation;Independent samples t-test and one-way ANOVA were used to understand the differences between high school students’ physics academic success or failure attributions and physics academic achievement motivation in terms of gender,grade level,and achievement;Pearson correlation analysis and multiple regression analysis were used to investigate the correlation between high school students’ physics academic success or failure attributions,physics academic achievement motivation,and physics academic achievement,and the results of the study were as follows.(1)High school students tend to attribute success in physics to external,stable,uncontrollable factors and failure to internal,stable,controllable factors;overall,there were no significant differences in the attributions of physics success and failure among high school students by gender and grade level,but there were significant differences in the SESC dimension by gender and in the SISU,SISC,and FIUU dimensions by grade level;there were significant differences in the attributions of physics success and failure among high school students by grade level.(2)The overall level of achievement motivation of high school students in physics was good,and self-improvement internal drive was better than subsidiary internal drive than cognitive internal drive;overall,there were significant differences in the achievement motivation of high school students in physics in terms of gender,grade level,and achievement;there were significant differences in the cognitive internal drive dimension of achievement motivation of high school students in physics in terms of gender and grade level;there were significant differences in all three dimensions of achievement motivation of high school students in physics in terms of achievement.(3)There is a significant correlation between physics academic achievement motivation and physics academic success or failure attribution;there is a significant correlation between physics academic achievement and physics academic success or failure attribution;there is a significant positive correlation between physics academic achievement and physics academic achievement motivation.According to the above results and the actual physics teaching situation,this thesis proposes suggestions on how to properly guide high school students’ attributions of success or failure in physics and to improve their motivation to achieve in physics.In the end,it is sincerely hoped that it can contribute to the teaching of first-line high school physics teachers or to the research of other scholars.