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时的失败或失误归结为自己能力欠缺的话，他们的自我效能感会降低，会对其今后的表现产生负面影响。如果学生认为失误的原因只是努力不够的话，这种归因将促使其加倍努力。形成性评估是以促学为目的，自我效能感和归因是作为调节机制而存在的，因此在形成性评估过程中教师应引导学生培养正确的归因策略，通过了解个体对成败的归因，改变其自我效能感， 使他们最终成为独立反思和判断的自主学习者。

 

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[5] Schunk, Dale H. Self -efficacy and classroom learning[ Z] . Paper presented at the Annual Meeting of the American Educational Research Association  https://www.51lunwen.org/ ( 68th, NewOrleans, LA, April 23-27, 1984) . Available at: https://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/34/90/b0.pdf.
[6] Stiggins, Rick and Popham, James. On assessing 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。