Attributions And Intervention Strategies Of Physical Education Achievement Of College Students In Jilin Province

With the continuous development of university physical education,the value of physical education in higher education has become increasingly prominent.The work and effect of university physical education have been included in the effectiveness evaluation of university "double first-class" construction."Church,practice frequently,play often" is the new requirement of public physical education in the university in the new era.To improve the teaching quality of public physical education in universities is the premise of carrying out the Party’s educational policy,quality education,education power and talent power.This study follows the principle of combining theory with practice,introduces attribution theory,and discusses the attribution of sports academic achievement of college students in Jilin Province.It lays the theoretical foundation of the research through literature method,collects empirical data through questionnaire survey,and analyzes the data through mathematical analysis.From the perspective of individual differences,this paper discusses the differences of attributional tendencies of different groups of college students in Jilin Province.Combining the attributive characteristics of three dimensions and six elements of attribution theory in physical education academic achievement,this paper proposes scientific intervention strategies based on the status of physical education academic achievement attribution of college students in Jilin Province obtained from research and practice analysis.Based on the above ideas,the research draws the following conclusions through empirical analysis:(1)In the sports academic achievement self-evaluation of most people as failure,among which the boys self-evaluation success is higher than girls,urban students self-evaluation success is higher than rural students,sophomore students self-evaluation success is higher than freshman students.(2)Through the analysis of the attributions of sports academic achievement of different groups of college students,it can be concluded that there are differences in the attributions of sports academic achievement of college students of different genders in Jilin Province in terms of ability,effort,task difficulty,physical and mental conditions;The attributions of college students’ academic achievement in sports with different household registration types have statistically significant differences in ability,effort,physical and mental condition and external environment.There are significant differences in the attributions of physical education achievement of college students in Jilin Province with different family structures in terms of ability,physical and mental condition and external environment.College students of different grades have differences in the attribution of physical education achievement,which is mainly reflected in the ability,effort,task difficulty,luck,physical and mental conditions.The factors influencing the academic achievement of college students in different positions are different,which are mainly reflected in the aspects of ability,effort,task difficulty,luck and external environment.(3)The college students in Jilin Province attributed their physical education achievement from the three dimensions of source,stability and controllability,and found that the failure of self-evaluation tended to be attributed to controllable and unstable internal causes;From positive and negative perspectives,the six factors that affect the academic achievement attribution of college students in sports are analyzed.Most students tend to positive attribution,but there are still some college students tend to negative attribution.Based on the above results,this study puts forward the intervention strategies of attributions for physical education achievement of college students in Jilin Province:(1)Construct the teaching strategy of positive attribution to improve students’ motivation of physical education learning;(2)Stimulate students’ motivation to learn physical education and consolidate the foundation of physical education learning;(3)people-oriented,teaching students according to their aptitude,and guiding students to form a positive attitude towards sports learning;(4)Construct incentive mechanism to improve students’ physical education learning behavior and learning effect.