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目的了解小学生特有的归因风格特点,以便针对性地培育良好归因风格。方法采用儿童归因风格问卷(CASQ),对河南、江西两地共2109名3~6年级的小学生进行调查。结果在归因问卷的各个维度上,小学女生均比男生得分高,除负性事件普遍化、永久化和无望感外,其他维度得分差异均达统计学意义(P<0.05)。在归因各维度得分上,年级差异显著(P<0.05),小学高年级学生负性事件的普遍、永久和内在归因得分高(F=2.84,P<0.05;F=6.33,P<0.001;F=3.40,P<0.05),无望归因得分高(F=6.16,P<0.001);小学低年级学生在正性事件的普遍、永久归因上得分低(F=10.79,P<0.001;F=9.19,P<0.01),但内归因得分高(F=3.59,P<0.05)。结论小学女生整体上比男生乐观,其归因风格异于男生。小学高年级学生易于对负性事件做悲观归因,低年级学生不善于将正性事件的原因推广,但具有内归因的倾向。提示教师和家长要注意有针对性地、适时地关注孩子的归因风格训练,帮助其养成积极的归因倾向,为学生迈入青春期做好准备。
Objective To understand the characteristics of primary school students attributed to style, so as to cultivate a good attribution style. Methods A total of 2109 primary schoolchildren from grades 3 to 6 in Henan and Jiangxi Provinces were investigated using the Child Attribution Style Questionnaire (CASQ). Results In all dimensions of attributional questionnaire, girls in primary schools scored higher than boys. Except for the prevalence, perpetuation and hopelessness of negative events, the scores of other dimensions reached statistical significance (P <0.05). There were significant differences in grades of all dimensions (P <0.05), and common, permanent and intrinsic attributions of negative events in high school students (F = 2.84, P <0.05; F = 6.33, P <0.001) ; F = 3.40, P <0.05); the hopeless attributional score was higher (F = 6.16, P <0.001); the lower primary school students scored lower on the universal and permanent attribution of positive events (F = 10.79, P <0.001) ; F = 9.19, P <0.01), but the attribution was high (F = 3.59, P <0.05). Conclusions Elementary girls are generally optimistic about boys than boys, and their attribution style is different from that of boys. Junior high school students tend to be pessimistic about negative events, while lower ones are not good at promoting the reasons of positive events, but they tend to be attribution. Prompt teachers and parents should pay attention to targeted, timely attention to children’s attribution style training to help them develop a positive attribution tendency, to prepare students for adolescence.