When a student fails an exam, how do you guide him to make the right attribution?

Not knowing how to attribute to students.

and misattribution, we deal with it.

Students are trained in attribution, often helping students to get it all right.

Attribution allows students to understand that there are many reasons for academic failure, not only.

and the ability to learn.

It's about effort, but it's about learning methods.

Emotions, learning interests, will, and classmates are related to each other (from the research knot.

As a result, all the students were very irritable when they were studying, but all.

think that it has nothing to do with academic malaise), and instruct students to conduct more internally.

Controllable attribution.

For learning difficulties.

Negative attribution of students, teachers should guide learning.

The attribution of insufficient effort on my part. The four factors in Weiner's attribution model.

The effort factor is important for motivating learning.

The role of the mind is particularly affected by the psyche.

Scholars pay attention. Because the effort factor can not only change, but also be affected.

Man's subjective volitional control. Among the many factors that alter behavioral outcomes.

The effort factor is the one that the individual can best grasp. Teachers should help with learning.

Students recognize that academic success or failure is closely related to their level of effort, and guide students to attribute academic failure to insufficient effort.

This motivates students to learn. Such as when the student returns academic failure.

Because of poor foundation and poor learning skills, teachers should guide them to "as long as they work hard, the gap in previous knowledge can be filled, and basic learning skills can also be remedied through training." ”

When students work hard to make progress, teachers tell students this.

It is the result of his efforts and encourages him to continue to study diligently and gain more.

Great success; When learning is frustrated, the teacher guides the students to make it.

Lack of effort attribution to protect students' self-esteem.

and self-confidence, make.

It does not lower expectations for future success by momentary failures, and.

It's about working harder until you succeed. Teachers are reinforcing students to make effort attributions.

At the same time, it is important to emphasize that the success that hard work brings is also ability.

Embodiment. Second, it's not enough to just make attributions, especially when you're a student.

When you've tried hard but can't succeed, it's not only not practical to attribute your efforts.

and students are likely to attribute failure again to a lack of ability.

Feelings of greater disappointment in yourself. In addition, there is too much emphasis on the continuous.

The importance of hard work in accomplishing a task will also make the student:

Thinking that he is having difficulty reaching his goals leads to giving up on his efforts. So except.

In addition to guiding students to analyze the factors of effort, students should also be guided to analyze "what other factors affect academic achievement to what extent".

The amount indicates the workaround. For example, guide students to attribute their failures to the learner.

If the law is not correct, it is more likely to improve learning. Because of the learning method and effort.

The same is an internal, controllable instability factor that can be conscious.

to change. Atributing failure to it allows students to keep up.

Confidence in success, in turn, allows students to turn their attention to how.

Learning, and through continuous self-reflection, summing up experience, increasing.

Cognitive skills, mastery of learning strategies.

When students fail in exams, teachers should guide students to make correct attributions and attribute the failures to internal instability, that is, insufficient effort, so that students can have higher motivation to learn, set expectations for success in the next study, and not give up their own efforts to succeed in future exams.

Clause.

1. Incentive Law.

Clause. 2. Find the reason from the loss of points.

Clause. 3. Analysis from the subjective attitude of students.

Clause. 4. Guide students to summarize their experience and formulate goals for the next step.

Answer]: aa [Analysis] It can be known from the attribution model of achievement motivation of American psychologist Wiener.

Answer]: A is known from the attribution model of achievement motivation by the American psychologist Weiner.

Answer]: C According to the basic model of the success or failure attribution imitation theory, the level of ability is an internal, stable and uncontrollable factor.

Answer: c

Attribution, that is, attribution to the cause of filial piety, refers to the process in which an individual speculates about the cause of the behavior and judges the manuscript according to relevant information and clues.

Answer]: bb [He Liang Analysis] A student failed the exam and shouted that he had failed the exam, and he attributed the reason to "the exam questions are too difficult", which is an external stable attribution from Zheng Ku.