【作者基本信息】 南京师范大学， 课程与教学论（化学）， 2017， 博士
【Abstract】 The research of learning attribution is a key research issue of chemistry learning, which provides the theoretical mechanism of using the past experience to guide the learning behavior, and directly affects the chain reactions of the learners’cognition, emotion, motive, ultimately to affect students-subsequent learning activities and academic achievement So far, the theory research on students-attributional structure has almost no attention been paid in domestic chemistry learning research. And there is a lack of explanation consistency for the students-chemistry learning cognition between learning behaviors and learning outcomes. From the point of practice level, the research of chemistry learning attribution particularly lack of systematic theoretical guidance which according with the actual national and schools-conditions. The practical research of learning attribution has just started, and stay on the verification of attribution effect. Therefore, this research attempts to explore the attributional structure of chemistry learning through the introduction of "intention" and "enabling factor" psychological traits, and then accompanied by a more deeply exploring the Psychological mechanism between the attribution structure, learning strategies, learning ability and the academic achievement, which in order to enhance the explanatory power of middle school students’chemistry learning attribution theory, and to promote the research on chemical learning attribution structure.This research is based on the research methods of theoretical speculation and quantitative research methods. In this paper, the self-made Middle School Chemistry Students Learning Attribution Structure System Scale (CSLAS) are used for data collection firstly, and combined with SPSS statistical software for the reliability and validity analysis. Then with the use of Structural Equation Model (SEM), the modification fitting and reliability-validity analysis have been implemented to evaluate the chemistry learning attribution structure. Finally, we conduct the full model analysis between the middle school students’ chemistry learning attribution structure and chemistry learning strategies, and with a more in-depth exploration of the psychological mechanism on how the students attribution structure affect chemistry learning strategies and chemical learning ability and chemistry achievements in middle school chemistry learning with the formal scale of CSLAS.The main research conclusions are as follows:1. The structure system of middle school students-chemistry learning attributionThe students’chemistry learning attribution structure system is a complex cognitive system and an independent first-order structure model, which consists of five sub-systems about attribution cognition including enabling-factor cognition, discipline specific self-concept, discipline situation cognition, interpersonal perception and disciplines strategy cognition.The five sub-systems guide the value judgment on chemistry learning, and have more functions such as disciplinary, subjective and objective attribution comparing with the daily attribution.2. The overall performance of chemistry students’ attribution structure system is tend to be advanced and all above the average level. But the trend and level of each sub-system is different Comparatively, discipline situation cognition is relatively low, and strategy of cognitive level is relatively high.(1) The level of middle school students’ chemistry learning attribution structure does not exist significant differences between the sexs, boys were slightly better than girls, and have more sophisticated attribution cognition Especially on interpersonal perception than girls.(2) The students’ chemistry learning attribution structure has a significant effect on the students, grade, especially in the discipline specific self-concept and disciplines strategy cognition sub-system. The Senior One students have the most sophisticated attribution cognition on the discipline specific self-concept, and the lowest in Senior One; And in the attribution aspects of disciplines strategy cognition, the senior three students show the best performance, the senior one students is actually just the opposite. Overall, the middle school students’ chemistry learning attribution structure showing a fist rising trend after fall, the junior grade three and senior one are in the most contradiction, complexity and conflict stage.(3)The students’chemistry learning attribution structure does not exsit a significant effect on the school type, although the key school students show a more sophisticated cognition on chemistry learning attribution than the ordinary school. It just illustrates that the students-chemistry learning attribution is an universal and importantant phenomenon3. The students’ chemistry learning attribution structure affects on students’ learning strategy in chemistry learning:(1)The enabling-factor cognition about learning attribution can exerts a significant and negative prediction effect on students’ meta-cognitive strategies. The more stronger that students feel to failure, desire for success, the influence that learning attribution affects students’meta-cognitive strategies is more absolutely and singly, and has showed a more stronger intensity and weaker flexibility to students’ meta-cognitive strategies.(2) The discipline specific self-concept cognition about learning attribution has a significant effect and a positive prediction on students-cognitive strategies. The more sophisticated the cognition about the discipline specific self-concept, the stronger cognitive ability in organization, refinement, linkage-learning they have, the more easier transformation from rote-learning to meaningful-learning for the students. And to prompt they to develop learning ability and to inspire continuous learning motivation learning.(3)The discipline situation cognition about learning attribution has a significant effect and a positive prediction on students-meta-cognitive strategies. The stronger identity to attribution of situation, intuitive and sensibility that students have, the stronger ability in the use of metacognitive strategy ability in chemistry learning. The situation cognition about learning attribution acts as triggers to meta-cognitive strategy and can guide students’meta-cognitive strategy effectively.(4)The disciplines strategy cognition about learning attribution has a significant effect on students’cognitive strategies and social strategies. The more sophisticated cognition about disciplines strategy, the stronger cognitive strategies and social strategies ability they have during the chemistry learning and learning attribution When students have the more ability of disciplines strategy cognition, they can fully realize the importance of cognitive strategy i with the aid of network, teachers and other social appeal strategy to promote learning chemistry.(5)The Students-cognition about interpersonal perception does not show a significant effect on other variables in this research It is supposed that the students’ awareness of interpersonal perception is often an irrational in the learning situation, and stffl need in the wider relationship model for further exploration.(6)The middle school chemistry learning attribution system has a significant effect on students-cognitive strategies, meta-cognitive strategies and social strategies. There are two kinds of influence path between them, respectively is the cognitive strategies →metacognitive strategies →social strategies influence path, the other one is social strategies→ meta-cognitive strategy path, they interact with each other and support the ongoing middle school students’ chemistry learning.4. Middle school students’ chemistry learning attribution structure system effects on learning strategy, learning ability, academic achievement:(1) Learning attribution has a significant direct effect and positive prediction on students’ chemistry learning strategy, teaming ability, and have an indirect significant effect on academic achievement. The more sophisticated the ability about learning attribution, the stronger strategy ability they have, can make more full use of cognitive, metacognitive and social learning strategies to promote the development of chemistry learning; At the same time, there is not a significant direct effect between learning attribution and academic achievement, it shows that learning attribution acts for mediation to affect significantly on students’ learning ability, learning strategies and academic achievement.(2)Learning ability has a significant direct effects on learning strategies and academic achievement, and has a positive prediction. Chemistry learning as an important index to evaluate the level of students’ chemistry learning development, can exert a significant direct effects on learning strategies and academic achievement; At the same time, learning ability act for a mediation in learning strategies, and have an indirect effects on students’ chemistry achievements.(3) There is a significant effect between students’ chemistry learning strategy and their academic achievements, and chemistry learning strategy have positive prediction on academic achievements. Learning strategy not only is one of the forms but also and an agent of students’ learning ability, can exert a significant direct effect to the chemistry achievements. The path coefficient between learning strategies and academic achievement can reach 0.516, and learning attribution and learning ability can explain the total learning strategies variation of proportion is as high as 88.1%, and learning attribution,learning strategy and learning ability can explain the total learning strategies variation of academic achievment is as high as 68.4%.
【Key words】 chemistry learning attribution； the structure of attribution； enabling-factor cognition； learning strategy； learning ability； academic achievement；
- 【网络出版投稿人】 南京师范大学