高中生学业成就归因、心理韧性与心理资源投入的关系

为了解高中生学业成就归因、心理韧性与心理资源投入之间的现状及其关系,采用多维度—多归因因果问卷、中学生心理资源投入量表、中学生心理韧性问卷对1113名高中生进行调查。结果表明:(1)高中生学业成就归因整体呈内归因倾向,心理资源投入与心理韧性整体处于中上水平;(2)高中生内归因显著预测心理韧性与心理资源投入,心理韧性显著预测心理资源投入;(3)高中生心理韧性在学业成就内归因与心理资源投入之间具有部分中介效应。     

重点高中学生心理健康状况调查与分析(二)——考试心理状况调查与应对策略

基于上一期对高中生心理健康状况的调查分析,此期我试图通过问卷调查以科学的数据对学生考试心理现状进行表述,并从心理学视角进行归因与提出建议,希望能够给更多的学生、家长和学校以启迪。一、学生状况调查工具及对象:周步成教授修订的、适用于我国中学学生的《心理健康诊断测验》。在本次调查中采用整     

高中物理学业成就归因研究

以391名高中生为研究被试,以高中物理学业成就归因调查问卷为工具,探讨了高中学生物理学业成败的归因倾向及其在不同性别和年级上的差异。结果表明:(1)高中生对物理学习成败总体上倾向于作内部归因,其中又主要归因于学习策略和努力程度;(2)高中生对物理学习成功和失败的归因存在差异,自我评价成功者倾向于作外部的归因,自我评价失败者则倾向于作内部的归因;(3)自我评价成功者的归因在性别和年级间差异不大,自我评价失败者的归因在性别和年级间存在较大差异。     

高中生语文数学英语学科学习归因特点及其对学业成绩影响的比较研究

在当前课程改革的背景下,开展高中生语文、数学、英语三个学科学习归因的调查,探讨高中生学习行为归因方式、特点及其与学业成绩的关系具有重要意义.调查表明,高中生对三个学科的学习归因都是以内部可控归因为主,其次为内部不可控归因,再次为外部不可控归因,最后为外部可控归因.分析发现,语文学习的内部可控因子在文、理科生上存在显著差异,数学学习的内部可控因子在文、理科生及是否班干部上均存在显著差异.另外,高中生学习归因与学业成绩存在显著相关并对其学业成绩有预测作用.     

“3+4”试点班中职生数学焦虑状况的调查研究

数学焦虑是影响学生数学学习的重要非智力因素,基于中职与本科“3+4”分段培养模式的试点班中职生数学基础薄弱,对他们的数学焦虑的调查研究意义更加重大.通过调查发现,应试焦虑、解题焦虑、学习焦虑和应用焦虑是试点班学生数学焦虑的主要来源;数学学科认识、数学自我效能感、数学学习归因方式和数学学习兴趣是试点班学生数学焦虑的主要成因.     

高中生数学学习成败归因的探讨

本文根据美国心理学家伯纳德·韦纳提出的归因模型，结合目前形成高中生数学学习成败归因错位的原因，提出引导高中生数学学习成败正确归因的教学建议：（1）多给学生成功的机会；（2）引导学生多从努力方面归因；（3）指导学生制定学习目标；（4）引导学习能力相近者作为榜样以培养自信心；（5）提供给学生以正面支持。     

高中生物理学习成就归因特点调查

以391名高中生为研究被试，以高中生物理学业成就归因调查问卷为工具，探讨了高中生物理学业成败的归因倾向及其在不同性别和年级上的差异。结果表明：(1)中学生对物理学习成败总体上倾向于作内部归因，其中又主要归因于学习策略和努力程度。(2)高中生对物理学习成功和失败的归因存在差异，自我评价成功者倾向于作外部的归因；自我评价失败者则倾向于作内部的归因。(3)自我评价成功者的归因在性别和年级间差异不大，自我评价失败者的归因在性别和年级间存在较大差异。     

数学学习动机、数学失败归因、数学学习反思性对数学自我效能感的影响

以湖北省27,769名初中生为调查对象,运用Mplus 8.3软件对学生的数学学习动机、数学失败归因、数学学习反思性及数学自我效能感之间的关系进行研究.结果表明:数学学习动机与数学学习反思性均对数学自我效能感有显著正向影响,数学失败归因对数学自我效能感有显著负向影响;数学学习动机对数学学习反思性有显著正向影响,数学失败归因对数学学习反思性有显著负向影响;数学学习动机对数学失败归因有显著负向影响;数学失败归因、数学学习反思性在数学学习动机与数学自我效能感的关系间有显著中介作用;数学失败归因、数学学习反思性在数学学习动机和数学自我效能感的关系间有显著的链式中介作用.为了调节学生的数学学习心理发展,学校和教师应合理创设数学问题,激发学生的学习动机;客观分析学情,鼓励学生积极归因;培养错题整理习惯,引导学生自主反思;正确建立阶段目标,提升学生自我效能感.     

民办中学高中生归因特点对化学问题解决能力影响的研究

通过自编的高中生归因特点对化学问题解决能力的量表对普通中学与民办中学高一学生进行了调查,得出结论:普通中学与民办中学高中学生的化学问题解决失败归因存在明显差异。整体上民办中学高中生对于化学考试和化学问题解决的成功和失败归因无性别差异;成功归因在普通班与重点班中存在的明显差异表明积极的归因对化学问题解决能力的提高呈正相关;重点班中男生更倾向于将考试的成功归因于努力和能力,女生倾向归因于努力和教师,表明了性别差异造成了归因特点的差异,也和化学问题解决能力呈正相关;学生在其它学科的归因情况与化学学科相似。     

抓住学生心理 促进有效学习

一、小学生数学学习心理现状为了了解学生数学学习心理现状,我们对学生数学学习中的心理体验作了系统的调查与分析,具体情况如下:(一)学生对学科的认识与态度     

RESEARCH SECTION: Why do students think they fail? The relationship between attributions and academic self‐perceptions

Attributions can have a significant effect on academic achievement and students with learning difficulties are more likely to display negative attributions than their peers. In this article, the attributions of students identified as having learning difficulties are compared with those of other non-labelled low achievers, and non-labelled average achievers. Margaret Banks, MSc research methods student, and Dr Lisa Woolfson, Reader in Educational Psychology, both at the University of Strathclyde, involved 26 low-achieving students (15 identified as having learning difficulties and 11 without any such label) and 27 averagely achieving students in their exploratory study. The students attempted to solve two sets of puzzles that, unknown to the participants, were actually impossible. They then gave a reason for their failure and rated the stability and controllability of their failure. Participants were also asked to give a self-rating of academic achievement. It was found that teacher and student perceptions of academic achievement were not synonymous. In terms of attributions, Margaret Banks and Lisa Woolfson argue that teachers' perceptions of student achievement may not be as important as students' self concept. They suggest that low self-perception of achievement and negative attributions are both associates of low self-esteem.     

Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman

Identification of children who exhibit emotional and behavioural difficulties (EBDs) has been prioritized in several countries in the Middle East and North Africa (MENA) region including Oman. Research showed that cognitive attribution processes are biased and defective in atypical populations such as students with learning disabilities (LD). The current study examined the relationship between school-based attributions including academic and social attributions and the display of EBDs in students referred for having LD and typically achieving students. The Student Academic Attribution Scale (SAAS), Student Social Attribution Scale (SSAS), and the Arabic version of the Strengths and Difficulties Questionnaire (A-SDQ) were administered to 135 typically achieving students and 89 students referred for LD. The participants were all females from middle school. Stepwise regression analyses showed that academic and social attributions were more predictive of EBDs in students referred for LD compared to typically achieving students. The attribution profile of students with LD reflected negative symptoms that lead to the display of internalizing and externalizing EBDs. The study findings are discussed in relation to how schools can utilize the cognitive process of attribution to support students with EBDs.     

职校学生数学学习兴趣低下的成因分析

职校学生数学学习兴趣低下的根本原因在于学生的认知准备和情感动机尚处于不良状态,此外教师的教学质量也是影响学生学习兴趣的重要因素。     

An Examination of the Instructional Sensitivity of the TIMSS Math Items: A Hierarchical Differential Item Functioning Approach

In recent years, students’ test scores have been used to evaluate teachers’ performance. The assumption underlying this practice is that students’ test performance reflects teachers’ instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers’ instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed.     

What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger

Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed.     

Reducing the Academic Risks of Over-Optimism: The Longitudinal Effects of Attributional Retraining on Cognition and Achievement

Although optimism is generally regarded as a positive dispositional characteristic, unmitigated optimism can be problematic. The adaptiveness of overly optimistic expectations in novel or unfamiliar settings is questionable because individuals have little relevant experience on which to base such expectations. In this four-phase longitudinal study we examined over-optimism in students when making the transition from a familiar academic setting (high school) to a novel academic setting (college). In particular, we focused on the efficacy of attributional retraining (AR), a control-enhancing intervention, to ameliorate the scholastic transition of overly optimistic students in terms of academic-related causal attributions and control perceptions, course grades, and overall GPAs. Results suggest that overly optimistic college students who did not receive the AR intervention increasingly endorsed maladaptive causal explanations for academic performance, and performed at the same level as students with extremely low optimism. Conversely, as expected, over-optimists who received the AR intervention significantly increased in their use of adaptive causal explanations and perceptions of control, in addition to academically outperforming the no-AR/over-optimists. These findings indicate that the potential risks associated with over-optimism may be reduced by pairing optimism with AR to induce adaptive cognitions, thereby facilitating achievement.     

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable: most students depart from the community college without a credential and without transferring to a four-year institution. Interestingly, however, many of these students continue to attend the community college after they exit the remedial math sequence, sometimes for an extended period. One is led to ask why students who do not complete the sequence generally are not finding their way to an alternative credential objective that does not require college-level math competency, such as a career and technical education certificate, sometimes referred to as a vocational certificate. In this study, I explore three possible answers to this question, including difficulty navigating to the alternative credential, declining participation in the community college, and declining academic performance. I find that all three of these explanations contribute (to varying degrees) to explaining the low rate of certificate completion among remedial math students who do not achieve college-level math competency.     

Group outcome: The relationship between group learning outcome,attributional style,academic achievement,and self-concept

Six classes of grade seven students (N = 181) participated in field research which explored the consequences of group outcome (successful, unsuccessful) for individuals learning mathematics cooperatively using Student Teams-Achievement Divisions. In addition, we explored the effects of within-class prior mathematics achievement (low, low-medium, high-medium, high) as well as attributional style (learned-helpless, mastery-oriented). The dependent variables were mathematics achievement, causal attributions, and self-concept. There were two interactions: Group Outcome × Attributional Style on achievement, and Within-Class Prior Mathematics Achievement × Group Outcome on achievement and self-concept. Learned-helpless students from unsuccessful groups learned significantly less than learned-helpless students from successful groups. Low prior achievement students from unsuccessful groups learned significantly less than low prior achievers from successful groups. In contrast, there was no significant relationship between group outcome and individual post-test achievement for mastery-oriented students or for students high in prior within-class achievement.     

Factors that Differentiate Mathematics Students in Cyprus,Hong Kong,and the USA

The purpose of this study was twofold: to examine how attitudinal and instructional variables differentiated 4th-grade students in Cyprus, Hong Kong, and the USA; and to determine how those variables were related to math performance on the TIMSS test. A discriminant analysis was performed to examine how those variables differentiated the students in the 3 countries. The most striking result was that the students from all 3 countries, who were similar to the average students in Cyprus, had the highest achievement within their countries. Thus, 4th-grade students who liked math, who thought it was important to do well in math for their friends, who did not need private instruction, and who had not been taught using computers or small group procedures, tended to be the better students. However, students who were similar to the average USA student had the lowest achievement within each of the 3 countries.     

Preservice teachers’ attitudes,attributions, and stereotypes: Exploring the disadvantages of students from families with low socioeconomic status

In many educational systems, students from families with low socioeconomic status (SES) often score lower in academic achievement than their high SES peers. Even though this effect is well-documented and research on teachers’ stereotypical beliefs and attitudes is steadily increasing, the studies so far did not specifically focus on students’ SES. In the current study, we explored preservice teachers’ implicit attitudes and their stereotypical and prejudiced beliefs toward low SES students as well as their causal attributions for the low educational success of low SES students. Results showed that teachers had negative implicit attitudes toward low SES students and that they more strongly associated competences and good learning and working habits with high SES students. The correlations highlighted the role that stereotypes play in causal attributions. Participants who more strongly associated low SES with competence and good working and learning behaviors were less likely to endorse internal attributions but were more likely to emphasize external attributions. Hence, when preservice teachers see low SES students as having high ability, they also strongly view the educational system as a source of the disadvantages that low SES students experience in school.