05815376

j

2010f.00274 Pei, Chang-gen Investigation and study of attributions in mathematics learning about Junior Middle School Students. J. Math. Educ. (Tianjin) 18, No. 2, 39-41 (2009). 2009 Editorial Department of Journal of Mathematics Education c/o Tianjin Normal University, Tianjin ZH C23 C43 attributions research lower secondary educational psychology motivation self concept student attitudes affective variables Summary: Study of attributions in learning can influence the change of expectations and the reaction of sensibility, the aftereffect of attributions can influence the motivation of subsequent behaviour. The state of attributions in mathematics learning of 526 junior middle school students was investigated by questionnaire survey, combined with Wiener\rq s motivation and emotional attribution theory analysis, and the following conclusions were drawn: (1) Learning interest, mathematical basis, teaching methods and learning ability are the primary reasons that influence outstanding students to learn mathematics, and outstanding students tend to attribute their own success of mathematics learning to internal, stable and controllable causes. (2) Learning methods, the extent of effort, learning interest and learning ability are the primary reasons that influence backward students learn mathematics, and backward students tend to attribute their own failure of mathematics learning to internal and unstable, controllable causes. (3) There was a significant difference between the group of outstanding students and the group of backward students on learning interest, learning methods, mathematical basis, supporting for parents, teaching methods, others\rq\ help, learning ability, physical condition, teachers\rq\ personality and charm. Outstanding students\rq\ attribution are often much more comprehensive than backward students.