The so-called attribution theory is a psychological theory about how people explain their own or others' behaviors and how this explanation affects their emotions, motivations and behaviors. Application of Attribution Theory in Education Management Using Attribution Theory to Guide Practice Teaching Students' cognitive ability is still in the stage of continuous development and improvement, and their self-awareness has not yet been fully formed, which may lead to attribution bias in their learning behavior. How to make students correctly attribute the reasons and achieve academic success? Teachers should flexibly use the research results of attribution theory, stimulate students' learning motivation and correct their bad emotional and behavioral reactions by guiding students to correctly attribute their success or failure results. There are four possible reasons for students' academic success or failure, namely, ability, hard work, task difficulty and luck. How to use the attribution theory for reference to help students make correct and positive attribution of learning success or failure and stimulate their learning motivation is a topic worthy of discussion. 1. Attribution tendency of avoidance ability If students attribute their learning failure to internal reasons such as poor learning foundation and insufficient learning ability, it will have a negative impact on their self-esteem and dampen their learning enthusiasm. They subconsciously think that no matter how hard they try, it won't help, so they may gradually give up learning. In order to change this negative attribution tendency, students should be helped to find factors that can be improved, restore self-confidence and enhance self-expectation. Specific methods can help students to establish correct learning methods according to their own basic conditions, and at the same time, give students positive feedback in time when they make every little progress, so that they can realize that as long as they master certain learning methods, they can achieve satisfactory learning results. 2. Give full play to the positive role of effort attribution. No matter what the test results are, students will feel stronger due to hard work than to ability. When students tend to attribute their own efforts, they will think that success is the result of their own efforts, encourage themselves to continue their efforts, and look forward to greater success next time; When you encounter failure, you will think that it is a bad consequence caused by your lack of efforts or insufficient efforts, and you will certainly succeed if you work hard in the future. Therefore, helping students to attribute their past failures to their lack of hard work will enhance their learning motivation. For students with high ability to assign difficult tasks, give recognition to their completion, but at the same time, they need to point out their shortcomings, so that they can understand their lack of ability and study harder from now on; For students with low ability, we should encourage them to continue their efforts, find out their progress from different angles, and let students attribute the success or failure of their studies. 3. Attribution tendency of objective understanding difficulty. When students attribute failure to uncontrollable factors of external stability such as task difficulty, it is likely to lead students to give up their subjective efforts. Therefore, teachers should pay attention to the principle of gradual progress from simple to complex and from easy to difficult when designing teaching links. In the process of learning gradually, students will feel the joy of success after hard work and will not give up learning because it is too difficult. 4. The tendency to prevent luck attribution. The essence of luck attribution is that students lack good learning methods and don't believe in themselves in the learning process. Students all hope that success is the result of their own efforts, not luck. Therefore, if we introduce the achievements of hard work and hard study of famous people in the form of audio-visual, speeches and reports, we will know that success will only care for those who make unremitting efforts. This will greatly touch the students who attribute their success to luck, and urge them to start their studies as soon as possible. 5. Giving students proper expectations for their achievements and expressing further expectations for their academic achievements may give them motivation and promote their learning. Psychologists believe that appropriate expectations should be consistent with students' goals, and too high or too low will have a negative impact. Therefore, on the basis of understanding students' ideals, abilities and personality characteristics, we put forward expectations and teaching objectives slightly higher than students' level, so that students can achieve them through hard work. This will help them gain a sense of accomplishment and satisfaction, build up self-confidence and stimulate learning motivation. ?

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