刘风(2007)在青海五所职业技术学院随机抽取 250 名藏族学生，作

刘风(2007)在青海五所职业技术学院随机抽取 250 名藏族学生，作为研究其学习自我效能感和归因方式的被试,得出如下结论：(1)不同生源藏族学生的学习能力自我效能感具有显著差异, 农业区藏族学生的学习能力自我效能感高, 牧业区藏族学生的学习能力自我效能感低；(2)不同生源藏族学生对学业成功归因的内部稳定因素差异显著, 城镇的藏族学生倾向于把学习成功归因于可控因素, 而牧区的藏族学生倾向于把学业成功归因于不可控因素；(3)总体来说，藏族学生对学业失败的归因倾向于可控因素；(4)藏族学生学习自我效能感和归因方式之间呈显著相关关系。成功归因与能力自我效能感、行为自我效能感呈显著正相关, 失败归因与能力自我效能感、行为自我效能感呈显著负相关。 多样、目的明确。

結果 (英文) 1:

Liu Feng (2007) in Qinghai five by career Technology College random extraction 250 name Tibetan students, as research its learning self effectiveness sense and return for way of was try, obtained following conclusion: (1) different students Tibetan students of learning capacity self effectiveness sense has significantly differences, agricultural district Tibetan students of learning capacity self effectiveness sense high, livestock district Tibetan students of learning capacity self effectiveness sense low; (2) different students Tibetan students on academic success return for of internal stable factors differences significantly, Town of Tibetan students tend to attribute their success factors, and in the pastoral area of Tibetan students tend to attribute their success to factors beyond their control, (3) overall, the Tibetan students ' attribution of academic failure in controllable factors (4) Tibetan students ' self-efficacy between attributional style and has a significant correlation. Attribution of success and self efficacy, self-efficacy were significantly and positively correlated, failure causes and self-efficacy, self-efficacy is negatively related. Varied, purposeful.

結果 (英文) 2:

Liu Feng (2007) 250 randomly selected five Tibetan students in Qinghai Vocational and Technical College, as the study of learning self-efficacy and attribution methods were tested, the following conclusions: (1) different Tibetan students learning ability of students self-efficacy a sense of having a significant difference in the agricultural region of Tibetan students 'learning ability of high self-efficacy, pastoral areas of Tibetan students' learning ability of low self-efficacy; internal stability factor (2) different students Tibetan students for academic success attribution significantly different towns Tibetan students tend to study the success attributed to uncontrollable factors, and pastoral Tibetan students tend to academic success is attributed to uncontrollable factors; (3) in general, Tibetan students tend to be attributed to school failure control factors; (4) Tibetan students showed a significant correlation between self-efficacy and attributional style. Success attribution and ability to self-efficacy, behavior, self-efficacy was significantly and positively correlated with the ability to fail due self-efficacy, behavior, self-efficacy was significantly negatively correlated. Diversity, clarity of purpose.

結果 (英文) 3:

Liu Feng (2007) in the five Qinghai Career Technical College randomly selected 250 Tibetan students, as their learning self-efficacy and attribution style of subjects, draw the following conclusions: (1) students of Tibetan students of different learning ability self-efficacy has a significant difference, Tibetan students in agricultural areas of learning ability self-efficacy. Tibetan students in the pastoral area of learning ability self-efficacy is low; (2) the difference of internal stability factors of students of Tibetan students of different academic success attribution is significant, the town of Tibetan students tend to learn the success to control factors, and the pastoral areas of Tibetan students tend to attribute their successes to uncontrollable factors; (3) overall, Tibetan students on academic failure attribution to the controllable factors; (4) there was a significant correlation between Tibetan students learning self-efficacy and attributional style. There was a significant positive correlation between success attribution and self-efficacy, behavioral self-efficacy, and failure attribution was negatively correlated with self-efficacy and self-efficacy. Diversity and purpose.