论文部分内容阅读
目的探讨初中生归因方式与自信情况以及两者之间的关系,为提高初中生的心理健康水平提供参考。方法采用总体自信问卷与多维度-多归因因果量表,对整群抽取的重庆市兼善中学262名初中生进行问卷调查。结果初中生的总体自信水平与内归因方式及归因方式的努力维度均呈显著正相关(P值均<0.01);初中生自信的波动性与内归因方式显著负相关(r=-0.21,P<0.01);初中生自信的清晰度与内归因方式显著正相关(r=0.29,P<0.01)。结论初中生的归因方式对自信水平、清晰度和波动性都有影响。教师应对学生进行正确的归因引导,以增强学生的自信。
Objective To explore junior middle school students ’attribution and self-confidence and the relationship between them, and to provide reference for improving junior middle school students’ mental health. Methods Total self-confidence questionnaire and multi-dimensional - multi-attribution causality scale were used to survey 262 junior high school students from both middle school and high school in Chongqing. Results There was a significant positive correlation between the overall self - confidence of junior high school students and the effort dimension of attribution and attribution (P <0.01). There was a significant negative correlation between junior high school students’ self - confidence and endogenous attribution (r = 0.21, P <0.01). There was a significant positive correlation between junior high school students’ self-confidence and internal attribution (r = 0.29, P <0.01). Conclusions Junior high school students’ attribution patterns have an impact on their level of confidence, clarity and volatility. Teachers should guide students to the correct attribution to enhance students’ self-confidence.