基礎教育學報



高小低成績組學生的學業成績歸因及其與抑鬱的關係

1997.第7卷第1期(Vol. 7 No. 1).pp. 67–89
 

高小低成績組學生的學業成績歸因及其與抑鬱的關係

The Causal Attributions of the Upper Grade Low Achievers and its Relationship with Depression

李帶生(Tai-Sang LEE)

摘要

本文研究一所小學四、六年級低成績學生的學業成績歸因及其與抑鬱的關係。在成績歸因方面,較年長者傾向將考試成績歸因於內源、可控制、穩定和廣泛的因素;此外,本研究亦發現樣本學生中有抑鬱癥狀的佔46%,情況相當嚴重,而有抑鬱癥狀的學生會將學業成績差歸因於能力,而能力是內源、穩定、不可控制和影響廣泛的因素。與男孩比較,女孩的抑鬱程度較高,亦傾向將成績差歸因於能力,尤其是高年級的女學生,反映她們所受的壓力也較大。正如Lane(1996)指出,教育界一向以來都忽視年輕人抑鬱的嚴重性,關注學生抑鬱情況,已不應只是醫生的工作,作為教師亦應肩負部分的責任。

Abstract

This study examines the low academic achievers' attribution and its relationship with depression. The sample came from the P.4 and P.6 pupils of a primary school. It was found that the P.6 pupils attributed their academic achievement to internal ,controllable and global factors. Among the sample pupils, 46% who found to be depressed attributed their academic failure to ability that is internal, stable, uncontrollable and global. This condition was especially serious in the P.6 girls. This indicated that these girls suffered greater pressure. As Lane (1996) pointed out that the depressed youngsters have long been neglected by the educationists, the writer claims that teachers should always concern themselves with these depressed young people.