父母对子女低学业成就的归因及其与家庭目标的关系发展与教育心理学专业论文.docx

II II Abstract Abstract The present study mainly discussed parents’ attribution, emotion and action toward their children who are low academic achieving on the basis of interpersonal attribution theory. At the same time, based on achievement goal theory, the researchers explored the relation between parents educational achievement goals and parents’ attribution model. The research included two parts: In study one, to collect some data of attribution, emotion and action,219 participants whose children were low academic achievers from primary and middle school completed questionnaire, then established parents’ attribution model. In study two, the researchers explored the relation between parents’ educational achievement goals and parents’ attribution model. An interview was used to understand more deeply how parents coped with their low academic achieving children. Results indicated: When parents contributed low academic achievement to students themselves, it was correlated to parents’ disappointment, anxiousness, sadness and the feeling of anger. The parents feeling of anger could cause them punish or help their children. When parents attributed low academic achievement to exterior reasons such as families, parents were sure of improving students’ achievement, then parents could encourage and help their children. The research verified this sequence from the dimension of reason:cause others’directed emotion action. The parents who had performance-avoidance goal expressed disappointed emotion. In a word, interpersonal attribution model will be affected by the relation between doer and observer. The same attribution could bring different emotion and action due to different relation. Keyword: attribution, emotion, educational achievement goals, low academic achievement PAGE PAGE IV 目 录 目 录 第 1 章 引言 1 第 2 章 文献综述 2 2.1 归因与归因理论 2 2.2 他人归因理论 3 2.3 自我归因和他人归因理论的整合 4 2.4 他人归因理论的相关研究 6 2.4.1 助人行为 6 2.4.2 成就评价 7 2.5 归因与成就目标 8 第 3 章 研究目的与研究设计 10 3.1 研究目的 10 3.2