What Factors Affect Self-Esteem in Students?

Attribution bias is the phenomenon by which most people unintentionally or incompletely deliberately attribute personal behavior and its results to the most common ones. Basic attribution bias and self-service attribution bias are the most common. ^[1]

Attribution bias

Attribution bias in teachers' analysis of student behaviors Attribution refers to the analysis and inferences made by people on behaviors or events. Because the causes of some actions and events are unknown or there are multiple reasons, people will consciously or unconsciously analyze the reasons. Teachers attribute to students 'various behaviors and results. Attribution determines teachers' attitudes and behaviors towards students, and thus implicitly affects students. ^[2]

The appearance of attribution bias is a kind of psychological reaction that must occur under certain conditions. Research in psychology has long been

Attribution bias between actors and observers

Attribution divergence is a common attribution bias between the performer and the observer, that is, for the same behavior, the attribution made by the performer and bystanders is different and different. Studies show that people who practice behavior tend to emphasize

There are several attributional deviations in the understanding of one's own illegal behavior:

Shallow attributionsWhen summarizing the reasons for entering the correctional center, it is often said that because they cannot resist the temptation and cannot control themselves, they analyze their behavior only from the direct causes, rather than from the root causes

Teachers' attribution bias in analyzing student behaviors. Attribution refers to the analysis and inference of people's behaviors or events. Because the causes of some actions and events are unknown or there are multiple reasons, people will consciously or unconsciously analyze the reasons. Teachers attribute to students 'various behaviors and results. Attribution determines teachers' attitudes and behaviors towards students, and thus implicitly affects students. Attribution bias refers to the fact that people tend to attribute to certain factors when attribution. Teachers are prone to two types of bias when attributing student behavior.

The first type of bias is that teachers tend to attribute students' problems to students' own factors, rather than teachers' factors. For example, a student in a middle school math teacher's class who has not been on the job for a long time has a bad grade, which he attributed to the students' low ability. After being transferred to another class, the academic performance of the students in this class dropped significantly. He also said that the students in this class were right with him. The survey found that

Falling in love is something that we often encounter in college life. After a relationship ends, people are remembering the relationship

Attribution bias

When the cause of the beam, always find out the reasons. However, many times, people are not always logical when attributing, because of the "attribution bias." The first is the attribution bias between actors and observers. After falling in love, the parties often attribute the cause to a certain situation, such as a quarrel, a missed appointment, and what happened. However, others are more likely to discuss the personality, abilities, and attitudes of the lovers from the perspective of love, such as too stubborn personality, masculinity, easy temper, and often unreasonable.

This deviation is mainly caused by the different angles and starting points of the two sides. People in love are more based on specific situations, emphasizing the special situation of actual behavior, such as the emergence of a third party or the discovery of a secret by the other party. Bystanders often stand at another angle. From the conventional logic, it is assumed that the behavior of love in love is consistent with the performance of life. Once problems occur, it is attributed to the personal factors of love.

Second is the attributional bias of egoism. Sometimes, in order to prevent people from prejudicing themselves because of the failure of love, lovers often make explanations that attribute errors to the other party. The so-called self-interest attribution bias refers to the fact that people generally attribute good behavior or success to themselves, while attributing bad behavior or failure to external situations or others.

One of the causes of this attribution bias is emotional need. Because success and good behavior are always associated with happiness and pride, while failure and bad behavior are always associated with pain and sadness. Lovers who are in love are in a period of low emotions and need to make psychological and emotional adjustments. Attributing the error to the other person can help you get out of the trough. Another reason is to maintain self-esteem and good image. Because success reflects and maintains its own value, it can also leave a good impression on others.

Finally, there are other factors. Such factors as superstition, fatalism, and the social status, appearance, and personality differences of actors also lead to attribution bias. For example, after falling in love, superstitious people may think that the birth dates of the two parties do not match, people with a weak personality may think that they are a hindrance to their parents, and those who believe in fatalism think that it is an arrangement of fate. This kind of attribution is most likely to occur when the failure of the lovers has made many efforts but is still hopelessly successful.

Attribution bias is inevitable, but one can try to minimize its impact. If the relationship fails, consider the relationship between the special event and the general situation. For example, the man has always been a decisive person, but he was blamed by his parents for breaking up in an incident, which can be attributed to his more obedient parents. Also note that if there is more than one cause, don't be too confident in your attribution, and you should fully consider the role of each factor. ^[2]