ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 1998, Vol. 30 ›› Issue (4): 442-451.

• • 上一篇    下一篇

中小学生归因训练的实验研究

韩仁生   

  1. 山东曲阜师范大学教育系!曲阜，273165
  • 发布日期:1998-12-25 出版日期:1998-12-25
  • 通讯作者: 韩仁生

EXPERIMENTAL STUDY ON ATTRIBUTIONAL RETRAINING IN PRIMARY AND MIDDLE SCHOOL STUDENTS

Han Rensheng(Education Department, Qufu Teacher's University Qufu, 273165)   

  • Online:1998-12-25 Published:1998-12-25

被引次数

202

摘要： 以归因理论为依据，选取普通学校小三、初二、高二各两个平行班的学生，采用等组对照设计，一为实验班，一为控制班。实验分前测验、教育干预、后测验三个阶段。各班均参加前测验、后测验，教育干预阶段实验班接受归因训练，控制班不接受任何训练。结果发现：（1）归因训练可使学生的成败归因、期望变化和情感反应向积极方面转化。（2）归因训练可提高学生的成就动机。（3）归因训练可提高学生的坚持性水平。（4）短时间的训练对高中生影响不大。

关键词: 归因训练, 期望变化, 情感反应, 成就动机, 坚持性行为

Abstract: Based on the attributional theory, this study selected two groups of students from third grade primary school, second grade junior middle school and senior middle school. One was the experimental group, the other was the control group. The experiment was staged to pretest, pedagogy interference and posttest. Both groups had pretest, and posttest. The experimental group had attributional retaining at the stage of pedagogy interference, but not the control group. The findings showed f (1) attributional retraining can transfer the student's attributional tendency, expectation on future success and emotional reaction to positive direction; (2) attributional retraining can enhance the student's achievement motivation, (3) attributional retaining can enhance the student's persistency.

Key words: attributional retraining, expectation changes, emotional reaction, achievement motivation, persistent behavior