师范大学生学业成就归因方式与元认知能力的关系王瑾.pdfVIP

746 2011 19 6 China Journal of Health Psychology2011, Vol 19,No. 6 王　瑾 师范类大学生对学业成就的归因方式及其与元认知能力之间的关系。采用 学《业成就归因 表》和 《大学 生元认知能力 表》对山西师范大学的143 名大学生进行测试, 旨在描述师范类大学生对学业成就的归因方式及其与元认知能 力之间的关系。 不同年级的学生在学业成就归因、学业失败归因上差异显著(F 总归因= 0.016, P 0.05; F失败= 3.064,P 0. 05) ; 性别在控制点上差异显著(t 内控= -2. 282,P 0. 05) , 不同年级的学生在稳定性(F 稳定= 3. 674, P 0. 05; F 不稳定= 2. 939, P 0.05) 、控制点上差异显著(F 外控= 3. 073, P 0.05) ; 师范类大学生的学业成就归因与元认知能力两者正相关显著 (r = 0. 307,P 0.01) , 且两者线性关系显著( t = 4. 399,P 0. 01) 。学业归因方式是影响元认知能力的因素之一。 学业成就归因; 元认知能力; 动机和情绪归因理论 Relationship between the Method of Education Achievement Attribution and Metacognition Ability of Normal University Stu- dents. Wang J in .Shannx i N or mal Un iv ersity , S hannx i 701162, P .R . China Abstract Objective To explore the relat ionship etween normal university students education achievement attri ution and metacognition a ilit y. MethodsT he st udy used the Scales for College Students Meta-cognition A ilit y and the Education 143 . Achievement Attri ution and chose Shannxi Normal University students as the sample Results T here w as significant dif- ference in different grade of students etw een education achievement attri ution and failure attri ution(Ftotal attri ution = 0. 016, 0.05; = 3.064, 0.05) ; ( = -2. 282, P Ffailure P t here w ere significant gender differences on introcont rol source t introcontrol P 0. 05) , and there w ere grade differences on sta ility(F sta ilit y = 3. 674,P 0. 05; F insta ility = 2. 939, P 0.05) and con- ( = 3.073, 0.05) ; trol source F extrocontrol P there was significant positive correlation etw een the normal university student s educat ion achievem