高中女生数学考试归因训练的实验研究

An Experimental Study on the Attributional Training of Mathematics Examination for High School Girls

采用问卷和实验相结合的方法，对高中女生数学考试不适当的归因方式进行了归因训练的实验研究。研究发现：（1）在原因归因上，与控制组相比，实验组被试更倾向于将成功归因于能力和持久努力等内部原因，而将失败归因于心境、持久努力、运气；而且，成功情境下临时努力归因显着下降，失败情境下能力和教学质量归因显着下降。（2）在期望倾向上，实验组认为失败的结果是可以改变的，并且更愿意付出努力。（3）在情感反应倾向上，实验组在成功后的自豪和欣慰感更为强烈，失败后更多地产生内疚的情绪体验，而控制组在失败后更易产生自卑的消极情感。

Based on questionnaires and experimental methods， this study did an attributional training for high school girls with improper attribution on mathematics examination. The results show that：(1) In terms of cause attribution， compared with the control group， the experimental group was more likely to attribute success to the internal elements such as the ability and lasting efforts; while they attribute failure to mood， lasting the efforts and luck; Moreover， the attribution of temporary efforts declines remarkably in the context of success， while that of competence and teaching quality descends dramatically in the circumstance of failure.(2) As for the expectation tendency， the experimental group believe that the results of the failure can be changed， and are more willing to make efforts. (3) With regard to the tendency of emotional reactions， the experimental group have intense sense of pride and joy after success， and more sense of guilty for the failure for the failure; while the control group are more likely to have the negative feeling of inferiority after the failure.