初中生学业比较、自主学习及学习归因的关系研究及归因干预

The Relationship among the Academic Comparison, Self-Regulated Learning and Learning Attribution in the Junior High School Students and Attribution of Intervention

摘要: 本文以XX中学初一学生为调查对象，采用问卷法了解该年级三个班学生学业比较、自主学习和学习归因的具体情况，并对其中一个班级(称为A班)的学生进行了学习归因的干预，在干预后对A班学生再进行了一次问卷调查，然后发现了该校初一学生的学业比较、自主学习和学习归因之间存在正相关关系，并且发现通过对学生实施学习归因干预方案，可以提高学生学习成绩。

Abstract: According to the specific circumstances in the junior high school students as the research object, using questionnaire to understand the academic comparison, self-regulated learning and learning attribution and for which a single class (Class A) students were learning attribution intervention. After the intervention of a class of students of a questionnaire survey, we found the comparative study of junior middle school students in the school, the relationship between learning autonomy and learning attribution, learning attribution and the influence on the academic achievement, autonomous learning and performance. The implementation of learning attribution intervention program for students can change their learning attribution, causing academic achievement and autonomous learning, to improve the achievement of them.