HKIER

摘要

本研究旨在了解小學生的學業成績歸因及期望等發展性改變。受試者為十二班小二至小六學生。研究結果顯示年幼學生有較高的自觀成績，而認為成績是可以控制的學生則有較高的期望，對自己在其他學校活動的表現，也有較高的評價。雙複式分析展示年幼學生與高自觀成績者甚為相似，他們俱歸因於可控制的事項，有高期望及高自觀其他活動表現。另一方面，低成就及年幼學生的外源歸因則較高。共因變量技巧顯示考試成績最能單獨解釋評準變項的變異量。

Abstract

The developmental changes in primary school students' perceived academic attainment, attributions, and expectancy were explored. Twelve classes of primary 2 to 6 students completed a self-devised attribution questionnaire after the distribution of the mid-term results. Analyses showed that younger students had higher perceived examination attainment. Furthermore, students with more controllable attributions had higher expectancy, and perceived themselves to have better performance in other school activities. A canonical correlation analysis produced two pairs of significance canonical variates. In the first pair, younger students and those with high perceived attainment were found to be alike that they both made more controllable attributions, had higher expectancy, and perceived better performance in other school activities. The second canonical pair revealed that low achievers and younger students made more external attributions. A commonality analysis also showed that examination result had the largest unique component explaining the variance of the criteria.