| 1. | A review of some studies on attribution training
归因训练的若干研究综述及思考 |
| 2. | 6 . attribution training can improve the children ' s social statues
归因训练能够改善儿童既有的社交地位。 |
| 3. | Analysis of attribution model and attribution training of sports technique exercise
动作技术练习的归因模式分析 |
| 4. | 5 . attribution training can improve the children ' s current attribution style
归因训练能够改善儿童既有的归因方式。 |
| 5. | Learned helplessness and program of attribution training in physical education
体育学习中的习得性无助及其归因训练程序 |
| 6. | An experimental research about attribution training in motor learning for middle school students
中学生体育学习中归因训练的实验研究 |
| 7. | Experimental study about attribution training in pe class for the students of normal university
大学生体育课学习中归因训练的实验研究 |
| 8. | This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study , the characteristic and specific situation formation ( the background , precondition ) , to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training , facing all students and choose the typical individual to track at the same tune , and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file , etc to strengthen one " s own consciousness , learn to regulate oneself ; to evaluate the effect of attribution training , that is , chemistry - learning efficiency , the author actively try combining subjective evaluation with objective evaluation , teachers " evaluation with students " own
本研究较深入地了解到高一学生对化学学习的自我效能感现状，高一学生在化学学习中的归因倾向、特点及其形成的特定情境(背景、前提条件) ，并据此在化学学科教学中对学生进行心理归因训练;采用团体辅导与个别训练相结合，面向全体学生同时选择典型个体进行追踪，积累案例材料;充分发挥学生主体的主观能动性，通过写反思日记或学习小结、建立化学学习档案等方法，强化自我反思意识，学会自我调节:积极尝试主观评价与客观评价、教师评价与学生自我评价相结合的方式，对归因训练效果即化学学习效能进行了评价。 |
| 9. | After the training , the children of experimental group are more likely to attribute their own success to their warmth and initiative and attribute their own failure to the internal unstable controlled and external factors . the effects of attribution training are different with children ' s type
通过训练，实验组儿童更愿意把自己的成功交往归因于自己的热情和主动；把自己的失败归因于自己内在的、不稳定的、可控的因素和外在不稳定的因素。儿童类型不同，归因训练的影响也不同。 |
