首页 -> 2007年第1期
中小学教师对学生学业失败归因的反应模式研究
作者：张 娜 赵景欣 申继亮 耿文侠
5 结论
1、高能力、低努力、无学习困难三类学生的考试失败会引发中小学教师较强的生气反应，较低的奖励，甚至惩罚;同时教师认为高能力学生比低能力学生未来考试失败的可能性更小。
2、是否学习困难仅影响教师对高能力学生考试失败的归因反应，而低能力学生是否学习困难并不影响教师对其考试失败的归因反应。
3、小学教师主要基于学生是否努力，对其考试失败进行归因反应，而中学教师主要基于学生能力高低对其考试失败进行归因反应。
参考文献
1 Bernard Weiner. Searching for the roots of applied attribution theory. In S. Graham ， V. S. Folkes (Eds，). Attribution Theory: Applications to Achievement， Mental Health， and Interpersonal Conflict. New Jersey: Lawrence Erlbaum Associates， 1990.1-13
2 Bernard Weiner. An attributional theory of motivation and emotion. New York: Springer-Verlag， 1986. 548-573
3 4 12 Sandra Graham. Communicating low ability in the classroom: Bad things good teachers sometimes do. In S. Graham ， V. S. Folkes (Eds，). Attribution Theory: Applications to Achievement， Mental Health， and Interpersonal Conflict. New Jersey: Lawrence Erlbaum Associates，1990. 17-35
5 辛自强， 俞国良. 学习不良的界定与操作化定义. 心理学动态， 1999 ，2: 52-57.
6 戴斌荣，任瑛.学习不良儿童的心理特点与教育策略，天津师范大学学报，2003，4:1-5
7 10 14 Margaret D Clark. Teacher response to learning disability: a test of attributional principles. Journal of Learning Disabilities， 1997，30(1): 70-78
8 Bernard Weiner. An attributional theory of achievement motivation and emotion. Psychological Review， 1985， 92: 548-573.
9 Donald C.， Pennington.Social Cognition. London ; New York: Routledge， 2000. 68-76
13 Margaret D Clark， Alfredo J Artiles. A cross-national study of teachers' attributional patterns. The Journal of Special Education， 2000，(34)2: 77-89
11 15 Bernard Weiner.Attribution in Personality Psychology. Lawrence A. Pervin(Ed). Handbook of Personality: Theory and Research， New York: The Guilford Press， 1990. 475-482
A Research on Response Models of Teachers Attribution to Students' Academic Failure in Primary Schools and Middle Schools
ZHANG Na ZHAO Jingxin SHEN Jiliang
(Institute of Developmental Psychology，Beijing Normal University，Beijing，100875)
GENG Wenxia
(College of Educational Science，Hebei Normal University，Shi Jiazhuang，050016)
Abstract Taking 333 teachers in primary schools and middle schools as the subjects， this research explores those teachers' attribution to different students' academic failure， the according different anger responses， rewards and punishment， and prediction of students' possible future failure by using the test of attribution response model. The results show that: the following three kinds of students' academic failure can cause teachers' stronger anger response and lower rewards. They are students of great capabilities， students who do not study very hard and students who have no learning difficulties. Teachers think that students with high competence have fewer possibilities of academic failure in future than students with low competence. Teachers in primary schools mainly attribute students' academic failure to their lack of studying efforts， while teachers in middle schools mainly do that based on if students' competence is high.
Key words attribution anger response rewards and punishment future failure prediction
(责任编校:张冲)