蒙古族学生英语学习成败归因心理现状分析——以西北民族大学为例

本文从认知心理学的角度出发,根据韦纳的归因理论、罗特的控制源理论和塞利格曼的习得性无助感理论,利用问卷调查和统计工具的方法,回收61份被试问卷,分析了西北民族大学蒙英班学生英语学习成败归因情况,旨在探讨不同归因倾向对民族生学习成败归因心理的影响。结果发现：内控特征的学生成绩和外控特征的学生成绩之间有显著差异,前者高于后者;内控因素之间存在显著差异,努力程度因素优于其它两个因素;能力高低因素特征的学生成绩和身心状态或情绪因素特征的学生成绩之间存在较为显著的差异;内控因素中的努力程度与各外控因素之间有显著差异,努力程度因素优于其它外控因素;研究还发现11名学生有习得性无助感表现。

A Study of the Attributional Psychology of Success or Failure of Inner Mongolian Students' English Learning——Taking Northwest University for Nationalities as an Example

From the angle of cognitive psychology,this paper,with the help of a questionnaire and statistical instrument,attends to study 61 Inner Mongolian students＇ attribution to their English learning.Based on Weiner＇s attribution theory,Rotter＇s locus of control and Seligman＇s learned helplessness theory,it aims to probe into the influence of different attribution way on students＇ tendency of attribution,and thus help the teachers in the universities for nationalities undertake attribution training,achieving students＇ positive attribution.The results show that：there is a significant difference between the inner-controled students＇ scores and the out-controled students＇ scores,the former is higher than the latter;there is a significant difference among inner-controled factors,in which degree of effort is better than the other two factors.There is a little significant difference between the scores of attributing to ability and that of mood;there is a significant difference between the degree of effort and out-controled factors,the former is better than the latter;the study also shows that 18 percent of subjects tend to be learned-helpless.