长治市高中生科学课程考试成败归因特点  

The Attribution of Test Results of Science Courses of High School Students in Changzhi City

作　　者：孙枝莲[1] 王亭亭[2] 张胜强 胡象岭[2] SUN Zhi-lian WANG Ting-ting ZHANG Sheng-qiang HU Xiang-ling(School of Teacher Education, Shanxi Normal University, Linfen, Shanxi, 041000 Department of Physics, Qufu Normal University, Qufu, Shandoug, 273165 Licheng Vocational High School, Licheng, Shanxi, 047600)

机构地区：[1]山西师范大学教师教育学院,山西临汾041000 [2]曲阜师范大学物理学系,山东曲阜273165 [3]黎城县职业高级中学,山西黎城047600

出　　处：《基础教育》2016年第5期64-71,共8页Journal of Schooling Studies

基　　金：教育部人文社会科学研究规划基金项目"中学生科学课程学业成败归因研究"(项目编号:10YJA880044)

摘　　要：以2402名长治市高中生为被试,以考试成败归因问卷为工具,以物理、化学、生物课的考试为成就情境,探讨高中生考试成败归因特点。研究结果表明:(1)总的看来,长治市高中学生对科学课程考试结果倾向于作内部归因,他们把平时努力、学习方法等内部可控原因看作是影响考试结果的最重要的原因,把考试精神状态、能力、兴趣、基础、临时努力、答卷策略等内部原因看作是较为重要的原因。(2)自我评价成功者与自我评价失败者对考试结果的归因有明显差异。自我评价成功者看重多数原因对考试结果的影响,而自我评价失败者只把学习方法、平时努力等少数几个原因看作是导致其失败的重要原因;自我评价成功者把教师教得好看作自己取得好成绩的重要原因,而自我评价失败者未把教师教得不好看作自己没有取得好成绩的重要原因。(3)高中生对考试结果的归因有比较明显的性别、年级、校际、学科差异。(4)高中生尤其是女生的考试成败归因存在自我贬损的归因倾向,不存在自我防御归因倾向。The attribution of test results of high school students is explored based on the study of 2402 high school students in Changzhi City on their physical, chemical and biological test results with questionnaires. The study results are in the followings： （ 1 ） As a whole, high school students in Changzhi City tend to attribute their test results to internal factors. They consider the internal controllable factors such as sustained efforts and learning methods as the most important reasons to influence their test results, while they regard the internal factors such as mental state, ability, interest, knowledge basis, temporary efforts and test-taking strategy as comparatively important reasons. （ 2 ） There exists significant difference between the self-evaluated achievers and self-evaluated underachievers in the attribution of test results. The self-evaluated achievers emphasize the test result influenced by most factors while the self-evaluated underachievers consider only few factors such as learning method, sustained efforts as the important reasons to their failure. The self-evaluated achievers think teacher＇s performance is an important reason for their success, while the self-evaluated underachievers don＇t attribute their poor grades to teachers. （3） There exists significant difference in gender, grade, school and subject. （4） High school students especially female students have self-depreciating attribution tendency, they have no self-defensive attribution tendency.

关 键 词：高中生 科学学习领域 考试成败 归因 

分 类 号：G633.98[文化科学—教育学]