师范大学生学业成就归因方式与元认知能力的关系

目的师范类大学生对学业成就的归因方式及其与元认知能力之间的关系。方法采用《学业成就归因量表》和《大学生元认知能力量表》对山西师范大学的143名大学生进行测试,旨在描述师范类大学生对学业成就的归因方式及其与元认知能力之间的关系。结果①不同年级的学生在学业成就归因、学业失败归因上差异显著（F总归因=0.016,P〈0.05;F失败=3.064,P〈0.05）;②性别在控制点上差异显著（t内控=-2.282,P〈0.05）,不同年级的学生在稳定性（F稳定=3.674,P〈0.05;F不稳定=2.939,P〈0.05）、控制点上差异显著（F外控=3.073,P〈0.05）;③师范类大学生的学业成就归因与元认知能力两者正相关显著（r=0.307,P〈0.01）,且两者线性关系显著（t=4.399,P〈0.01）。结论学业归因方式是影响元认知能力的因素之一。

Relationship between the Method of Education Achievement Attribution and Metacognition Ability of Normal University Students

Objective To explore the relationship between normal university students＇ education achievement attribution and metacognition ability.Methods The study used the Scales for College Students＇ Meta-cognition Ability and the Education Achievement Attribution and chose 143 Shannxi Normal University students as the sample.Results ①There was significant difference in different grade of students between education achievement attribution and failure attribution（Ftotal attribution =0.016,P0.05;Ffailure =3.064,P0.05）;②there were significant gender differences on introcontrol source（t introcontrol=-2.282,P0.05）,and there were grade differences on stability（F stability =3.674,P0.05;Finstability =2.939,P0.05） and control source（Fextrocontrol=3.073,P0.05）;③there was significant positive correlation between the normal university students＇ education achievement attribution and the metacognition ability（r=0.307,P0.01）,and significant linear correlation（t=4.399,P0.01）.Conclusion The method of education achievement attribution is one of the elements to affect metacognition ability.