Urgent! Educational Psychology Essay Questions on Attribution Theory!

In the 2011 Master of Psychology postgraduate examination, there was a question: two students took the exam: one scored 100 points and the other failed.

Those who scored 100 points said that they studied hard, and those who failed said that they did not have math cells. Wiener's attribution theory was used to analyze the behavior of two students in the future and the reasons for their future learning.

A score of 100 attributes his success to his own efforts, which is an internal - unstable - controllable factor, he will continue to study hard and will achieve better results. Attributing failure to the lack of math cells, which is an internal-stable-uncontrollable factor, he will give up on himself, will not work hard for mathematics, and his grades will not improve.

Because Wiener believes that ability, effort, task difficulty, and luck are the four main reasons why people interpret success or failure, and divide these four main reasons into three dimensions: control point, stability, and controllability. Each dimension has an important impact on motivation. In the internal and external dimensions, if success is attributed to the internal dimension, there will be a sense of pride, which will lead to increased motivation, and if it is attributed to external factors, it will produce a fluke mentality.

If you attribute the failure internally, you feel guilty, and if you attribute it externally, you feel unlucky. If success is attributed to controllable factors, it will be actively pursued, and attribution to uncontrollable factors will not generate much motivation.

The topic is rather ambiguous. Isn't it the title of a famous teacher? Your statement is also not clear.

Hehe. I'm a psychology major, and there are many possible explanations for this. It can be assumed that students attribute their test scores to their own performance in the exam room, i.e., internal instability.

So he values the state of his exam room, so he is nervous. Nervousness arises, and the student thinks that he is not in a good state, so he is even more nervous. It is also possible that students attribute their nervousness to their own lack of strength, i.e., internal stability.

As a result, there is a lack of self-confidence in the examination room and poor results.

This question should be considered in detail in combination with the cognitive theories of various motivations. I'll just give you a general outline of the framework. Take Hyde's attribution theory as an example:

I remember Hyde had a two-dimensional attribution model. This theory divides people into internal control and external control. Those two dimensions are stability and instability, stability ability and task difficulty, and instability is effort and luck.

Among them, ability and effort belong to internal control. The difficulty and luck of the mission belong to external control. You can draw a two-dimensional**.

Everything is clear.

But let's be honest. I think it's a bit of a problem to explain this topic with attribution theory, I don't know if it's the landlord you didn't make it clear. Because based on the outline of your topic alone, without some of the previous factors, it is too complicated to explain it with attribution theory.

At most, it is enough for your topic to be explained by the best motivation level theories of Yerkes and Moral Son.

Also college students, your problem formulation is a big loophole. There are n kinds of reasons for this!

Attribution inEducational PsychologyChapter IIIMotivation to learn

What is attributed:

Six factors that affect success or failure: ability, effort, difficulty of work, luck, physical condition, and others. Weiner classifies the above six factors into three dimensions according to their respective natures:

1. Factor ** refers to whether the factors that the parties believe will affect their success or failure are due to personal conditions (internal control) or from the external environment (external control). In this dimension, ability, effort and physical and mental condition belong to internal control, and the other items belong to external control.

2. Stability refers to whether the factors that the parties believe will affect their success or failure are stable in nature and whether they are consistent in similar situations. In this dimension, ability and work difficulty are not easy to change with the situation and are relatively stable. Everything else is unstable;

3. Controllability refers to whether the factors that the parties believe will affect their success or failure can be determined by their personal will in terms of the nature of the transfer. In this dimension, only the level of effort can be controlled by one's own will, and the other auspicious items are beyond the individual's power.

Principles of attribution:

1. The principle of covariance. According to Hyde, it is often assumed that any particular behavior is determined by a number of reasons. According to the principle of covariance, the connection of special results and special causes should be looked for under many different conditions.

2. The principle of discounting. According to Kelly, "the role of a particular cause in producing a particular result should be discounted if there are other plausible causes". That is, in cases where more than one cause may work, people should not be too confident in their attribution and should not easily attribute the result to a particular cause.

The basic BAI idea of attribution theory.

Seek "Lidu."

Solution is the basic action of human behavior.

DAO Factor; Causality Knowledge.

Enlightenment is the fundamental principle that explains behavior;

The perceptible reason is to infer the core of motivational thinking.

Success or failure can be attributed according to four factors: effort, ability, task difficulty, and luck;

These four factors can be classified from three dimensions: cause, stability, and control.

Different causal dimensions have different effects on emotion, expectation, and behavioral choices.

Positive attribution patterns.

Success Ability Self-esteem Increased expectation of success Willingness to engage in Failed tasks with achievements Lack of effort Guilt Relatively high expectations of success Willingness to engage in tasks with achievements Negative attribution patterns.

Success Luck Don't care Rarely increases expectations of success Lack of desire to engage in accomplished tasks Failure Lack of competence Shame, incompetence Lowered expectations of success Lack of desire to engage in accomplished tasks.

You can substitute examples from your study and life separately.

Higher Education Psychology Examination Syllabus 4-3 Cognitive Learning Theories in Higher Education.

Attribution training is a behavioral enhancement technique designed to help students learn how to recognize their own behavior. The main steps of attribution training are:1

Know Students' Behavior: Teachers need to know students' behavior, such as performance, skills, habits, etc., in order to better understand students' behavior. 2.

Attribution analysis: Teachers need to analyze student behavior to find out if there are any internal or external factors influencing student behavior and if there is a general change in student behavior. 3.

Provide advice: Teachers need to provide suggestions to help students better understand their own behavior and respond appropriately to their behavior. 4.

Monitor student behavior: Teachers need to monitor student behavior regularly to ensure that students understand their behavior and are able to make behavioral adjustments as recommended. Why train students on attribution?

Since people's behavior is influenced by both internal and external factors, attribution training can help students better understand their own behavior and be able to respond correctly to their own behavior. In this way, students can adjust their own situation according to their own behavior, so that they can better solve problems and achieve better learning outcomes.