Student Attribution Methodology

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3. Research Methodology
At present time, China’s basic education is carrying out quality education all around the country. The quality education should truly implement students’ main body position so that students can learn actively, develop healthily and harmoniously, acquire the ability of sustainable development and lay a good foundation for lifelong learning. For this purpose, it is necessary to study the attribution of students’ learning. In all the subjects that students need to learn, there is no doubt about the importance of English. Furthermore, learning English well plays a pivotal role in strengthening our understanding of other countries and establishing good diplomatic relations with other countries. Nevertheless, there are few …show more content…

Through the investigation of 165 students in Shiyan Middle School, understand the attribution differences between boys and girls. Moreover, whether senior high students’ English leaning attribution will become mature with their maturity will be investigated by means of this questionnaire. The design of the questionnaire is based on the model adopted from the book Psychology: Learning and Application which is edited by GuoHengjie (2001). The scoring method of this model is that two points for option A, one for option B, zero for option C, minus one for option D and minus two for option E. The highest score of each question implies the tendency of students’ attribution. According to Weiner’s attribution theory, factors affecting learning and outcomes can be divided into three dimensions respectively: internal or external, controllable or uncontrollable and stable or unstable. Moreover, if combining these three dimensions, the factors that affect the learning behavior and outcomes can be further divided into eight categories: (1) stable controllable and internal factors, such as learning interests and confidence; (2) unstable controllable and internal factors, such as effort, concentration and learning methods; (3) stable uncontrollable and internal factors, such as capacity, intelligence and physical health; (4) unstable uncontrollable and internal factors: fatigue and emotions; (5) stable controllable and external factors: such as evaluations from teachers and relationships with fellow students; (6) unstable controllable and external factors: help from teachers and fellow students; (7) stable uncontrollable and external factors: the difficulty level of textbooks and learning conditions; (8) unstable uncontrollable and external factors: such as

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