民族地区义务教育阶段教师对学生学业失败的归因研究  

Teachers’ Attribution to Students’ Academic Failure in Minority Area

作　　者：何莹[1] 赵永乐[1] HE Ying;ZHAO Yong-le(Institute of Intangible Cultural Heritage,Yunnan Institute of Art,Kunming 650500,China)

机构地区：[1]红河学院教师教育学院

出　　处：《红河学院学报》2019年第4期120-124,共5页Journal of Honghe University

基　　金：国家社科基金西部项目:配置正义与关系正义双重视域中云南民族地区教育均衡发展研究(15XMZ066)

摘　　要：教师对学生的态度很大程度上取决于他们的归因方式,而且对于学生的学业成败有重要影响,是影响教育公平的重要因素,国内外教育学者均对这一现象给予关注。民族地区教师除了面对一般性的归因偏差外,还可能受到学生民族属性的影响。为了解民族地区教师对学生学业失败的归因模式,研究采用归因反应测验,对144位民族地区教师进行了测试,检验了能力、努力和民族属性这三个归因因素。结果发现这三个因素在不同程度上影响了教师对学生的奖惩倾向,愤怒情绪,以及对学生未来成绩的预期。学生是否努力是影响教师对学业失败归因的主要因素,而民族属性仅在对低能力低努力的学生进行愤怒和预期反应时产生影响。研究讨论了产生这些结果的具体原因并提出相应的建议。Teacher’s attitude towards students is influenced by his attribution style, and it could greatly influence students' achievement. Beside general attribution bias, teachers working in minority area may be influenced by students' ethnic. To acquire the pattern of teachers’ in minority area, this research tests the impact of three factors includes that ability, effort, and nationality to 144 teachers’ attribution to students' academic failure in minority area. Results show that all three factors significantly impact teacher' attribution reaction, which includes rewards or punishment, anger and prediction of students’ possible future failure. The main factor influencing teachers’ attribution is students’ effort, while academic failure of low competence and effort student, ethnicity would be a statistical significant factor that influences anger and prediction. Some possible reasons and advice are discussed in the article.

关 键 词：归因 教师 民族地区 学业失败 

分 类 号：G443[哲学宗教—心理学]