不同自我建构启动下大学生学业归因研究  

The Investigation of the Students' Academic Attribution Under Different Self Constructions

作　　者：余丹[1] 

机构地区：[1]四川师范大学教师教育学院,四川成都610068

出　　处：《内江师范学院学报》2016年第2期75-78,共4页Journal of Neijiang Normal University

摘　　要：通过指导语激活法,分析不同自我建构状态下大学生的学业归因特点.结果表明:大学生总体学业归因在依存型和独立型这两种自我启动下的得分存在显著差异;两种自我启动下大学生的总体学业归因得分都存在性别差异.结果发现,依存自我启动的大学生更倾向于外归因,独立自我启动的大学生更倾向于内归因.Through activating the different self construction of students, the study investigated students＇ academic attribution characteristics under different self construction. The results show that the students＇ overall academic attribution is found to have significant difference under the self activation of the dependant and independent types the students＇ overall academic attribution under the two types of activation are both found to exist gender difference. The findings show that those students with dependent self construction have higher external control~ while students with independent self activation have higher internal control.

关 键 词：大学生 学业归因 依存型自我建构 独立型自我建构 

分 类 号：B844.2[哲学宗教—发展与教育心理学]