[摘要]  本研究以某小学的四—六年级小学生为研究对象，采用学业自我概念量表和多维度一一多归因因果量表(学业成就)，考察四—六年级小学生学业自我概念与学业归因的关系，研究结论为：（1）四—六年级小学生学业自我概念在性别、年级上均无显著性差异。（2）四—六年级小学生在外部归因总分和努力因素上存在显著的性别差异，背景因素上的性别差异则达到极其显著的水平。小学生学业归因总分在四年级与六年级之间存在显著的年级差异。在外部归因总分上也存在显著的年级差异，运气因素上的年级差异则达到极其显著的水平。（3）不同学业归因倾向的学生，其学业自我概念存在显著性差异。

[关键词]  小学生； 学业自我概念； 学业归因

[Abstract］ This research mainly explores the relationship of pupils academic self-concept and academic attribution between four to six grade, using academic self-concept scale and multidimensional –multiattributional causality scale (academic achievements ) to one elementary school students tested, and conducting the questionnaire survey data with SPSS11.0 processing. Draw the conclusion: (1) There are no significant differences with four to six grade pupils academic self-concept in gender and grade. (2) Four to six grade pupils’ total score in external and effort in internal attribution have significant gender differences. And this difference in background factors reaches extremely remarkable level. The total score of elementary school students about academic attribution exists conspicuous differences between grade four and grade six. The total score of external attribution also exists significant grade differences, and this difference reaches extremely remarkable level in luck.（3）The locus of internal and external control trend in academic attribution exist significant differences about pupils academic self-concept, and there exists significant differences in pupils four dimensions academic attribution. 

［Key Words］ Pupils ; Academic self-concept ; Academic attribution

　　研究都可以说明小学生学业自我概念和学业归因与学业成绩都有一定的关系，但是关于学业自我概念和学业归因的两者之间的相关研究却很少，更多的是它们与成绩的关系研究，且研究对象大多是初中生，就小学生而言，学业自我概念与学业归因是否存在相关关系，是本论文想探讨的问题，了解小学生的学业自我概念和学业归因，从根本上提高学生的学习能力，培养学生良好的心态。