小学生不同课堂情境的成就归因及再归因训练  

ACADEMIC ACHIEVEMENT ATTRIBUTION AND REATTRIBUTION TRAINING OF SCHOOL CHILDREN IN DIFFERENT CLASSROOM SETTINGS

作　　者：胡胜利 

机构地区：[1]厦门市教育科学研究所,361003

出　　处：《心理学报》1996年第3期268-276,共9页Acta Psychologica Sinica

基　　金：孙煜明教授主持的国家教委"八五"重点课题"中小学生学习动机形成与发展特点"的子课题。

摘　　要：在广泛调查的基础上，考察了小学生对不同课堂情境的成就归因特点；并运用韦纳的归因训练模式与策略指导相结合的方法，根据不同课堂的成就情境对小学生进行再归因训练。结果表明：小学生把课堂成就归因于努力、策略、能力、基础、兴趣、目的、难度。教法、心境和家境等１０个主要因素，这些因素除家境外，均在不同课堂的成就情境中存在显著的差异；韦纳的归因训练模式与策略指导相结合的再归因训练能有效地改变小学生对不同课堂情境的成就归因倾向，增强其学习动机水平，提高学业成绩。On the basis of a wide investigation on causal attribution of school children themselves and their teachers and parents for the students' academic success or failure, the influence of 10 major causes on academic performance was. assessed by 303 students of 3rd to .6th grade with ranking method in different classroom settings. According to the students' actual attribution, the reattribution training method of combining Weiner's attribution training model with strategies attribution and strategies guide was used to enhance the students' achievement motivation and academic achievement through the medium of strategies and self-regulation in different classroom settings. The results indicated that: (1) School children's rank order of the 10 major causes on their classroom academic achievement were effort, strategies, ability, knowledge- basis, interest, purpose, difficulty, teaching method, mood and family environment, AVOVA found out these factors had significant effect in different classroom settings and achievement situations except family environment. (2) The reattribution training method of combining Weiner's attribution training model with strategies attribution and strategy guide was effective to promote the motivation level of school children, and enhance their academic performance in different classroom settings.

关 键 词：小学生 课堂情境 成就归因 策略指导 再归因训练 

分 类 号：B844.1[哲学宗教—发展与教育心理学]