大学生英语成绩、学习归因与学业自我概念关系的研究

On the Relationship Among the English Achievements,Learning Attributions and Academic Self-concepts in College Students

本研究采用问卷调查对大学1年级学生英语学科成绩、学习成败归因和学业自我概念之间的关系进行了探讨。结果表明，大学生倾向于把英语学习成功归因于努力和能力较强，把英语学习失败归因于努力不够；不同英语成绩的大学生具有不同的学习成败归因倾向；大学生英语学习成绩与学业自我概念得分之间具有一致性；大学生学习失败能力归因、英语成绩、学习成功能力归因和学习成功难度归因对大学生学业自我概念有较高的预测性。

A survey has been conducted over the relationship among freshmen＇s English achievements, learning attributions and academic self-concepts through a questionnaire. The result indicates that college students are inclined to attribute their successes in English to the effort and strong abilities; while their failure in English is attributed to less effort. Academic attributions in English vary from individual to individual. In addition, English scores are consistent in the academic self-concepts. The ability attribution in success, English scores, the ability attribution in failure and the difficulty attribution in success have significant predictability of academic self-concepts.