1、、V797‘067分類(lèi)號(hào)【JDC帶級(jí)編‘YUNNANNORMALUNIVERSITY論文題目：AStudyoftheAttributionalBeliefsoftheSeniorStudentsinKunmingGirls’MiddleSchool昆明女子中學(xué)高中生歸因信念研究學(xué)院皇L適堂隨——專(zhuān)業(yè)名稱(chēng)墓運(yùn)數(shù)直研究方向墓適堂抖教堂研究生姓名金理學(xué)號(hào)020741導(dǎo)師姓名萱蘊(yùn)茳職稱(chēng)副數(shù)撞2006年6月1日壘皇!!堅(jiān)z竺!!!!壘!!!!!!

2、!!!!!!璺!!!!壘21111蘭!!!!!!!!!!!!!!!鑒!!竺!!g魚(yú)!生!：竺!璺璺堅(jiān)!!!!!!ABSTRACTInrecentyears，alotofteachershavegraduallyrealizedthatmotivationisthemostpowerfulinfluenceonlearningWeineranAmericansocialpsychologist，hasdiscoveredthatpeopl

3、e’SfuturegoalexpectancyisaffectedbytheirascriptionsofthepastexperiencesofSUCCeSSeSandfailuresTherefore，attributionalbeliefsCanreflectstudents’motivationtolearn，andattributiontheoryhasbecomethemostinfluentialandsystematic

4、theorytoexplainthemotivationtolearn(Zhang1996)sinceitsapplicationtoeducationinthe1980sThepresentresearchisconductedinKunmingGirls’MiddleSchoolandthesubjectsareallseniorstudentscomposedoftwogroups：thestudentsfromtheSpring

5、BudClasses，mostofwhomarefromminorityethnicgroupsinremotemountainousareasinYunnanprovinceandtheotherstudentsfromordinaryclassesfromthecityofKunmingThepurposesofthisresearchare：1)tofindoutwhatattributionalbeliefsthestudent

6、shold；and21todiscoverwhetherthereisconnectionbetweenthestudents’attributionalbeliefsandtheirlearningresultsandthemotivationtolearnEnglishBasedontheMultidimensionalMultiattributionalCausalityScale(MMCS)(Lefcourt，1981)，the

7、questionnaireistailoredandrewordedtobetterservethepurposesofthisresearchandtobebetterunderstoodbythesubjectsThepersonalinformationandtheirresponsestOthequestionnairearecollectedinthisstudyWiththehelpofSPSS(10O)，theresult

8、softheresearchareanalyzedandthefindingsaresummarizedasfollows：1)Generallyspeaking，thestudentsholdpositiveattributionalbeliefsMostofthemseetheirlearningoutcomesandeffortcovaryandtheyascribeSuccesstohighabilityOntheotherha

9、nd，thereisatendencythatcontextisperceivedasamaincausefortheirlearningoutcomes2)ThedifferencesinattributionalbeliefsheldbythestudentsoftheSpringBudClassesandtheOrdinaryClassesaresalient，especiallyintheattributiontOthefact

10、orofteachers’3)Asfarasthedifferencesdiscoveredamongthethreegradesareconcerned，strikingcontrastsarefoundintheattributionstoeffort，abilityteacherandluck4)Afteracomparativestudyofthestudents’learningresultsandtheirattributi