抱负水平指导和归因训练对提高学习成功感的影响研究

The Effect of Level of Aspiration Instruction and Attributional Training on Feelings of Academic Success

在学习成功感影响因素研究的基础上,本研究进行了抱负水平指导和归因训练的实验研究,以探索提高学习成功感这 一重要的实践问题。研究一的结果表明:通过抱负水平指导,可以使学生的“抱负水平与实际成绩之间的差距”变小,从而帮助 学生提高学习成功感,并使其行为变得更为积极。研究二的结果表明:归因训练可以帮助学生的归因向积极方向转化,有助于 学生的学习成功感的提高,并可以促使学生的行为向积极的方向转化。

On the basis of the antecedents studies of Feelings of Academic Success (FOAS), this study tried to resolve the practical problem of improving FOAS by the following two approaches: level of aspiration instruction and attributional training. Study One revealed that after students were advised to set appropriate level of aspiration, the gap between their aspiration and actual performance became small and their FOAS was improved and behavior became more positive. Study Two revealed that attributional training could help students attribute more positively, improve FOAS and make their behaviors more positive.