初中生英语学习动机、态度与成绩的相关性分析——基于归因理论视角的探讨
Analysis of the Correlation between Junior High School Students’ English Learning Motivation, Attitude and Achievement—An Exploration from the Perspective of Attribution Theory

归因理论认为，正确的归因对于激励学生的学习动机，以及培养学生良好的学习态度都起着重要的作用。本研究以归因理论为基础，对初中学生英语学习动机和态度与学业成绩之间的关系进行了研究。在一定意义上，这对英语实践教学是有益的，可以使老师针对学生的具体情况制定出一套行之有效的教学方案，进而使学生更好地调动英语的积极性，端正他们的学习态度，并引导他们进行积极的归因，达到良好的学习效果。通过问卷调查、课堂观察和访谈等工具，以归因理论为视角，对万州中学初一年级两个班的学生进行了英语学习动机、态度与学习成绩的相关性研究。研究结果显示如下：首先，初中生的英语学习成绩与其学习动机及态度之间存在着正向的关联性。具体而言，成绩优异的学生展现出了强烈的学习动机与良好的学习态度，相反，成绩不佳的学生则学习动机较弱，且学习态度不够端正。然而，值得注意的是，存在一部分成绩较低的学生，在动机与态度问卷中的得分却异常偏高。其次，影响初中生英语学习动机与态度的核心要素可归结为四个方面：学校环境、班级氛围、教师因素以及家庭环境。最后，针对提升初中生的英语学习成效，应当从学校、班级、教师及家长这四个维度入手，采取有效措施以激发学生的英语学习动机，并引导其形成正确的学习态度。
Attribution theory holds that correct attribution plays an important role in motivating students’ learning motivation and cultivating their good learning attitudes. Based on attribution theory, this research has studied the relationship between junior high school students’ English learning motivation and attitudes and their academic achievements. To a certain extent, it is beneficial to English practical teaching. It enables teachers to formulate a set of effective teaching plans according to the specific situations of students, so that students can better mobilize their enthusiasm for English, correct their learning attitudes, and be guided to make positive attributions to achieve good learning results. Through tools such as questionnaires, classroom observations and interviews, and from the perspective of attribution theory, a correlation study on English learning motivation, attitude and learning achievements was carried out among students in two classes of the first grade of Wanzhou Middle School. The research findings are as follows: Firstly, there is a positive correlation among junior high school students’ English learning motivation, attitude and learning achievements. Students with good grades have strong learning motivation and correct learning attitudes, while students with unsatisfactory academic achievements have weaker learning motivation and incorrect learning attitudes. However, there are some students with poor academic achievements who scored quite high on the motivation and attitude questionnaire. Secondly, there are four main factors influencing junior high school students’ English learning motivation and attitudes, namely school environment, class atmosphere, teachers and family environment. Thirdly, in order to improve junior high school students’ English learning achievements, efforts should be made from