【摘要】 采用方便抽样法在陕西某高校抽取924名大学生，采用大学生学习策略问卷、多维度-多归因量表、学业自我效能感量表进行问卷调查，结果表明：在学习策略上，元认知策略与情感策略能显著预测大学生学业自我效能感；在积极归因上，能力积极归因和努力积极归因显著正向预测大学生学业自我效能感，情境积极归因显著负向预测大学生学业自我效能感；在消极归因上，努力消极归因和运气消极归因显著正向可以预测学业自我效能感，能力消极归因负向显著可以预测学业自我效能感。为了提升大学生的学业自我效能感，要注重大学生元认知策略和情感策略水平的提升；当学业获得成功时，要引导学生把结果归因于不懈努力和自身的学习能力；在学业遭遇失败时，可引导学生把结果归因于机遇不好和努力不够。更多还原

【Abstract】 The Learning Strategy Questionnaire, Multi-Dimensional Multi-Attribution Scale, and Academic Self-Efficacy Scale were used to test the 924 college students, independent sample T-test and multiple regression analysis were used to analyze the results. In terms of the relationship between academic self-efficacy and academic attribution, students with high academic self-efficacy are more inclined to attribute academic success to ability and effort, while students with low academic self-efficacy are more inclined to attribute academic failure to ability and context; in terms of the positive attribution dimension, ability positive attribution and effort positive attribution significantly positively predict college students’ academic self-efficacy, while situational positive attribution significantly negatively predicts college students’ academic self-efficacy; in terms of the negative attribution dimension, effort negative attribution and luck negative attribution can significantly positively predict academic self-efficacy, while ability negative attribution can negatively and significantly predict academic self-efficacy.In order to improve the academic self-efficacy of college students, we should pay attention to the improvement of the level of metacognitive strategy and emotional strategy of college students. When students achieve academic success, they should be guided to attribute their positive results to effort and ability. When students experience academic failure, they can be guided to attribute their efforts and luck.更多还原