| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 91 === Based on Bandura’s Self-efficacy Theory and Weiner’s Three Dimensional Attribution Theory, this study uses the Self-efficacy in Learning Science Questionnaire and The Academic Achievement Attributions in Learning Science Questionnaire to understand the current situation and differences of self-efficacy and attributions in science learning between the aboriginal and ordinary children. It then analyzes the relationship between self-efficacy and attributions in the aboriginal children’s science learning. Finally, by conducting Attribution-shifting courses on a group of aboriginal children, the study tries to find out what changes might occur to their self-efficacy and attributions, and the effects on their academic achievement in science learning. The courses consist mainly of four subjects: the arousal and guidance of attributions, the promotion of self-efficacy, the use of constructive failure theory, and the imitation of successful examples.
The major findings of this study are as follows:
1. Both the aboriginal and the ordinary children’s science self-efficacy is significantly higher than the expectation value. The ordinary boys’ self-efficacy is significantly higher than that of the aboriginal boys. But there is no significant difference between the two groups of girls. Moreover, among those that score higher grades, the self-efficacy of the ordinary children is significantly higher than that of the aboriginal children, but there is no such significant difference between the low-score groups.
2. The analysis of academic achievement success attributions shows that the aboriginal children tend to have external attributions, while the ordinary children’s attributions tend to be internal, stable and controllable. There is significant difference in attributions between the aboriginal boys and girls, but not between the ordinary boys and girls. Both the high-score aboriginal and ordinary children and the low-score ordinary children tend to have internal, stable and controllable attributions, but the low-score aboriginal children tend to have external, unstable and uncontrollable attributions.
3. The analysis of academic achievement failure attributions shows that the aboriginal children tend to have internal and stable attributions, while the ordinary children’s attributions tend to be internal and controllable. There are significant differences in science attributions between the two sexes of both the aboriginal and the ordinary children. Moreover, among the high-score group, both the aboriginal and the ordinary children tend to have internal, unstable and uncontrollable attributions. But among the low-score group, there are differences between the aboriginal and the ordinary children’s attributions.
4. Among the aboriginal children, there are significant differences in science academic achievement attributions between the high and the low self-efficacy groups. The high self-efficacy group tends to have internal, stable and controllable attributions for success. The low self-efficacy group tends to have stable and controllable attributions for failure. The four attribution types for success in the order of self-efficacy are: ability, effort, difficulty of job and luck. And the attribution types for failure are: effort, luck, ability and difficulty of job.
5. After Attribution-shifting Course instructions, the aboriginal children’s self-efficacy in science improves significantly. The external, stable, and controllable attributions for success in pretest transform to the internal, stable, controllable ones in posttest. The internal and stable attributions for failure in pretest transform significantly to the internal, stable, controllable ones in posttest. However, there are no significant differences in academic achievement of science.
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