大学生对学习行为的责任归因

【内容提要】探讨大学生对日常不同学习行为的控制程度的认识、责任判断、情感反应和帮助行为的关系特点，以验证责任归因理论对我国学生的适用程度。与此同时，研讨归因理论的同类研究中很少涉及的学生思想、观念对责任归因的影响。

【英文摘要】This research inquired into the correlation and characteris-tics between cognition,judgments of responsibility,affection,and helping behavior on the perceived controllability of lear-ning behavior,in order to verify the applicability of the att-ribution theory concerning responsibility in Chinese college students.It also investigated into the influences of antecede-nts other than control and affects that lead most of the stud-ents to help their classmates.

The basic experiment of our research accorded with Bernard Weiner.Since the results of our former research were not tho-roughly consistent with the results of American students,one group of openended questions was added in experiment 1,and th-ree groups of variables (learning as a duty,borrowing class n-otes continually,and special causes as antecedents) were adde-d in experiment 2.In total,382 university students participat-ed separately in these two experiments.

Results and discussion:The mean judgments of the basic va-riables in the two different control conditions of the two ex-periments revealed significant differences,the students could treat the two conditions distinctively.The judgments of the v-ariables in the uncontrollable condition were entirely consis-tent with the model of the attribution theory,while the judgm-ents of the variables in the controllable condition were not fully consistent with it.The students judged the grade of ang-er lower than the grade of lending,most of the students were inclined to lend their class notes.However,the significant co-rrelations between controllability and responsibility in the controllable condition indicated that the level of the contro-llability was the main cause of the judgments of responsibili-ty,though they influenced the behavior indirectly through the medium of affects at times.

All of the judgments of lending class notes in the contro-llable conditions of the two experiments were higher than the medium.Especially,the results of the judgments of special cau-ses showed that the ideological tendency moderated the ratings of anger,the responsibility of skipping class,and raised the level of lending behavior.As compared with the model 5 of hel-ping behavior of Bernard Weiner,there is a direct path from t-he stimulus to helping,which might be accompanied with ideolo-gical effects (antecedents).Therefore,we perceived in as an a-dditional remark of helping behavior Model 5. Concerning the theory and models,they are applicable to Chinese university s-tudents if only considering the antecedents.

【关 键 词】控制程度/责任判断/情感/帮助行为/观念作用controllability/judgments of responsibility/affections/helpin-g behavior/effects of ideas.

【正 文】

一个人可以自己控制的、自己份内应完成的事情属于这个人应负责的范围。由于自己可以控制却不加以控制的行为而出现问题或犯错误应由这个人自己负责。如果事情是这个人份内该完成的，可是出现了自己难以控制的情况，以致不能完成或不能按时、按质完成，导致延误或差错，可以不追究或减免责任。这似是一种社会上处事的通则，也是美国归因理论心理学家B.韦纳责任归因理论的出发点[1,2]。这里研究的是大学生群体对他人发生事件的责任归因特点和倾向，而不是我们通常所讲的个人对自己学习和工作的责任心或责任感的问题。

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