中学绩差生和优良生成就归因与学习效能感特点的研究

A Study of Low-achieved and High-achieved Middle School Students: Characteristics of Achievement Attribution and Learning-efficacy

本研究旨在探讨中学绩差生和优良生的成就归因和学习效能感的特点，被试为北京市某中学平均成绩在６０分以下（绩差生）和８０分以上（优良生）的学生。研究结果表明：绩差生和优良生在成就归因和学习效能感特点方面存在显著差异，绩差生表现出消极的归因方式和较低的学习效能感，优良生表现出积极的归因方式和较强的学习效能感。

This research is to examine characteristics of achievement attribution and learning- efficacy in low-achieved(average academic achievement score is under 60) and high-achieved(average academic achievement score is above 80) middle school students. Subjects were Beijing middle school students. The results showed significant differences in characteristics of achievement attribution and learning-efficacy in low-achieved and high-achieved students. Low- achieved students showed more negative attributional style and lower learning-efficacy, while, high-achieved students showed more positive attributional style and higher learning-efficacy.