初中数学学习中教师归因与学生自我归因的比较研究

本文研究了初中数学学习中教师的信念与归因．学生自我的信念与归因以及师生归因的比较，得出如下几点结论：(1)在教师和学生的信念中男生在数学学习中更占优势。但在归因领域里却没有发现显著的性别差异。(2)对最好的学生，教师倾向于努力归因；对最差的学生，教师倾向于基础归囚。(3)最好的学生自我归因时倾向于基础和方法归因，最差的学生倾向于努力和方法归因。(4)师生归因维度上的一般趋势：造成数学学习成功的原因比较稳定、内源、可控；造成数学学习失败的原因也倾向于内源，但比较不稳定，不可控。(5)师生特定归因中的差异广泛存在，建议采取相应的教育对策。

A Comparative Study of Teachers' and Students' Attributions on the Mathematical Learning in Junior High Schools

This article investigated teachers' and students' beliefs and attributions of mathematical learning in junior high schools. The results showed that: 1) Gender differences of teachers' and students' beliefs in mathematical learning were demonstrated: boys were more talented than girls. But no gender differences of attributions were found. 2) Teachers tended to attribute the best students' performance to effort and the worst students' performance to knowledge basis. 3) The best students tended to attribute their performance to knowledge basis and method. The worst students tended to attribute their performance to effort and method. 4) In teachers' and students' attributions, the causes of good performance were more internal, stable, and controllable; the causes of bad performance were more internal, but more unstable and uncontrollable. 5) Differences between teachers' and students' attributions broadly existed.