中小学教师对学生学业失败归因的反应模式研究  

A Research on Response Models of Teachers Attribution to Students' Academic Failure in Primary Schools and Middle Schools

作　　者：张娜[1] 赵景欣[1] 申继亮[1] 耿文侠[2] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]河北师范大学教育科学学院,石家庄050016

出　　处：《中国特殊教育》2007年第1期73-78,共6页Chinese Journal of Special Education

基　　金：教育部人文社会科学研究项目"教师发展的自我内在机制研究"成果(项目编号:03JB880005)

摘　　要：本研究运用归因反应模式测验,以333名中小学教师为被试,探讨中小学教师对不同类型学生考试失败的归因,所引发的不同生气反应、奖惩以及对学生未来失败可能性的预测。结果发现高能力、低努力、无学习困难三类学生的考试失败会引发中小学教师较强的生气反应、较低的奖励;教师认为高能力学生比低能力学生在未来考试失败的可能性更小。小学教师主要基于学生是否努力,对其考试失败进行归因反应,而中学教师主要基于学生能力高低对其考试失败进行归因反应。Taking 333 teachers in primary schools and middle schools as the subjects, this research explores those teachers＇ attribution to different students＇ academic failure, the according different anger responses, rewards and punishment, and prediction of students＇ possible future failure by using the test of attribution response model. The results show that： the following three kinds of students＇ academic failure can cause teachers＇ stronger anger response and lower rewards. They are students of great capabilities, students who do not study very hard and students who have no learning difficulties. Teachers think that students with high competence have fewer possibilities of academic failure in future than students with low competence. Teachers in primary schools mainly attribute students＇ academic failure to their lack of studying efforts, while teachers in middle schools mainly do that based on if students＇ competence is high.

关 键 词：归因 生气反应 奖惩 未来失败预测 

分 类 号：B842.1[哲学宗教—基础心理学]