目的　探讨大学生成绩不良的原因和转化途径。方法　用学习动机量表、自我效能感量表和学习归因量表对学习优秀和学习不良的大学生进行测量和对比。结果　 1学习优秀的大学生比学习不良的大学生的内部动机强 ,但两类大学生在外部动机上无差异 ;2学习优秀的大学生的能力和行为的自我效能水平都比学习不良的大学生高 ;3在成功归因和失败归因方面 ,两类大学生无差异。结论　采取措施提高学习不良大学生学习的内部动机和自我效能水平 ,是转化大学生学习不良状况的必要环节 Objective To explore the reasons for the poor performance of college students and ways to change. Methods The learning motivation scale, self-efficacy scale and learning attribution scale were used to measure and compare the undergraduates who had excellent learning and poor learning. Results 1 Outstanding motivation of undergraduates was better than that of undergraduates, but there was no difference in external motivation between the two undergraduates.2 Outstanding self-efficacy of undergraduates was higher than that of undergraduates.3 There was no difference between the two types of college students in terms of attribution of attribution and failure. Conclusion Taking measures to improve the internal motivation and self-efficacy of undergraduates with learning disabilities is a necessary part of transforming undergraduates’ poor learning status