本站原创摘要4-5
Abstract5-9
Chapter One Introduction9-12
1.1 Reasons for the Choice of the Topic9
1.2 Significance of the thesis9-11
1.3 The Organization of the Thesis11-12
Chapter Two Literature Review12-28
2.1 Attribution Theory12-20
2.1.1 The Concept of Attribution12-13
2.1.2 The Development of the Attribution Theory Abroad13-16
2.1.3 The Development of the Attribution Theory in China16-18
2.1.4 Researches on Gender Difference in Attribution Styles18-20
2.2 Intelpgence20-26
2.2.1 The Definitionsof Intelpgence20-21
2.2.2 The Measurement of Intelpgence21-22
2.2.3 Multiple Intelpgence Theory and Its Imppcations22-26
2.3 Towards a Synthesis26-28
Chapter Three Research Methodology28-32
3.1 Subjects28-29
3.2 Instruments and Designs29-30
3.2.1 Questionnaire and Its Design29-30
3.2.2 Interview and Its Design30
3.3 Data Collection30-32
Chapter Four Data Analysis, Findings and Imppcations32-47
4.1 Data Analysis32-39
4.1.1 Comparison of Individual Student of Different Attribution Styles32-33
4.1.2 Gender Differences in Attribution Style33-36
4.1.3 Difference of Attribution Styles between Secondary Vocational Students and High School Students36-38
4.1.4 Differences in Intrapersonal Abipty between Secondary Vocational School Students and High School Students38-39
4.2 Findings39-44
4.2.1 The Engpsh learning surroundings play an important role in theattribution40-42
4.2.2 Teachers play an important role in formulating students’ attribution42-43
4.2.3 There are unique characteristics of teenagers in secondary vocationalschools43-44
4.3 Imppcations44-47
4.3.1 Great concern must be shown to the gender distnction in formulatingstudents’ attribution44-45
4.3.2 Teachers should maximize their guiding role in enabpng students’positive attribution45-46
4.3.3 It is of great significance to respect students’ individual differencewhile teaching46-47
Chapter Five Conclusion47-50
5.1 Conclusions47-48
5.2 Limitations48-49
5.3 Recommendations for Future Study49-50
References50-52
Appendix Ⅰ52-53
Appendix Ⅱ53-54
Acknowledgements54