The research on the relationship between attitude and behavior has been going on for quite a long time since Lapier's experiment of "Inconsistency between words and deeds". At first, social psychologists were surprised by the weak correlation between attitude and behavior, and turned to study to what extent and under what conditions the internal attitude would affect our external behavior. This paper summarizes the previous classical experiments on whether attitude can predict behavior and when, where and under what circumstances attitude has a great influence on behavior, and puts forward that implicit attitude measurement should be fully considered in the relationship between attitude and behavior in the future. According to these theories, this paper designs an experiment on the correlation between learning attitude and academic performance of first-grade primary school students.

Keywords: attitude; Behavior; Behavior prediction

1 Introduction

Attitude is the most classic research theory in social psychology, and it is also a cornerstone in the research field of contemporary social psychology. The attitude prediction of human social behavior activities, or the influence of attitude on our behavior activities, is the focus of social psychologists' active attention. At first, social psychologists thought that studying people's attitudes was to predict their behavior. But can attitude really predict our behavior? In our daily life, we are convinced of this view. We seem to be "hypocrites" in some behaviors. For example, behind many sports competitions celebrating the slogan of keeping fit, there are many advertisements for products harmful to health, such as cigarettes, which are contradictory in content; For another example, we know that we are also afraid of the high calorie of chocolate, but we can't resist the temptation of delicious food. Like Robert? Albertson said that we are "proficient and good at finding reasons for our actions, but we are not good at doing what we have found reasons for."

2 Overview of attitude

2. 1 What is attitude?

Spencer and Bain first introduced the concept of attitude into the field of psychology. They think that attitude is a preconceived idea and tendency, which guides judgment and thinking to develop in a certain direction. This view was later confirmed by the experiment of L.Langer. In 1888, Langer found that if the subjects pay attention to the reaction to be made, the reaction time is shorter than that without such preparation. This state of preparation in advance is the so-called attitude. Later, many psychologists found in experiments that attitude restricts people's psychological activities and behavioral responses.

19 19, Thomas and others studied the connotation of attitude in order to explain the influence of social environment changes on individual behavior and the relationship between society and individual behavior, which made attitude an important topic for social psychologists for the first time. The concept of attitude has been supported by many psychologists. Later, psychologists gave various explanations of attitude and gave various definitions of attitude according to their own understanding. There are three classic attitude explanations.

G.Allport) (1935) summarized various definitions of attitude in the Handbook of Social Psychology, and on this basis, six elements were obtained: ① structure (get). Attitude is the whole life structure that people adapt to environmental conditions and objects; (2) The readiness of behavior and attitude is the readiness of an activity; ③ Psychological foundation, attitude towards actual behavior and preparation are important psychological consciousness factors of social behavior; (4) permanence, that is, attitude is a state of psychological preparation in which people respond to related objects or situations in a specific way; ⑤ Acquired, attitude is the result of experience, with acquired tendency; ⑥ Evaluative, attitude is the intention to deviate from environmental things, so it has positive or negative value judgment [4]. Based on the above, he believes that "attitude is a state of psychological preparation and nervous preparation systematized according to experience, which has a guiding or dynamic influence on individual reactions". We can see that allport regards attitude as a potential state of internal preparation, which is unified with the neural process, and emphasizes the role of experience in the formation of attitude.

In the book 1948 "Theories and Problems of Social Psychology", Kreich and others put forward that attitude is "a lasting structure composed of motivation, emotional perception and cognitive process related to personal environment". This definition not only emphasizes that attitude constitutes the will process of psychological activities, but also emphasizes the cognitive process and initiative, rather than the passive response to the environment. His definition ignores past experience, emphasizes present subjective experience, and regards man as an individual who can think and actively construct things, which embodies the theoretical proposition of cognitive school.

In the book Social Psychology, M.Fredman puts forward the definition of attitude in general, and thinks that people's attitude is a lasting system with cognitive components, emotional components and behavioral tendencies. His definition emphasizes the composition and characteristics of attitude.

Based on the similarity of the above definitions, we believe that the so-called social attitude refers to a person's consistent and stable evaluation and behavior tendency towards a particular object. [1] The definition of attitude can be understood from the following aspects:

First of all, attitude is an inherent psychological tendency acquired in the acquired social life. People usually think that attitude is always revealed in external expressions, words and actions, which is called attitude behavior. In fact, attitude can also be expressed implicitly or hidden in the heart. Moreover, attitude is formed through rich social practice in the process of socialization, and it is an acquired psychological reaction tendency. Attitude is not innate, but gradually formed and developed in the acquired social communication and interaction.

Secondly, the attitude is always targeted. The subject of attitude can be people or groups, such as people of a nation, a race or a certain country or region. The object of attitude refers to people, things, things, relationships and values in society. They are related to the theme of attitude and are pointed by the theme. Once it becomes the object of attitude, it is called the object of attitude. Any attitude always happens to an object, which reflects the relationship between subject and object.

Moreover, the attitude has certain stability and continuity. Once formed, it will not change easily, which is called the transsexuality of attitude. But it doesn't mean that attitude is constant, it will change with the changes of people's social communication objects, communication scope and living environment. Stability and persistence here mean that it is not easy to change.

Finally, attitude is a comprehensive psychological reaction tendency, which is synthesized on the basis of other psychological processes, including cognition, emotion and intention. Therefore, as a kind of "psychological reaction tendency", attitude will have different contents. There is a value tendency with cognition and emotion as the main content, such as social ideal, opinion of someone, etc. There are also motivation tendencies with intention and emotion as the main content, such as approval or opposition. [2]

2.2 Elements of attitude

Although psychologists have different views on the concept of attitude, most people agree with Friedman's attitude composition theory: attitude includes three components: cognition, emotion and behavior. Cognitive component refers to the concept and belief that individuals have evaluation significance to attitude objects, including perception, thinking and understanding. Cognitive components are the basis of the rest of attitude. Emotional component refers to the emotion or emotion that accompanies the cognitive component of attitude. Emotional component is the core and key of attitude, which affects both cognitive component and behavioral component. Behavioral orientation component refers to the individual's behavioral intention towards the attitude object.

The three are interrelated, restricted and coordinated, forming a relatively stable unity.

In addition to the three structural components mentioned above, attitude is also considered to have many motivational functions, including knowledge and experience (organizing information about the world), instrumentality (getting rewards and avoiding punishment), self-defense (managing emotional conflicts), value expression (expressing awareness about self, personal value and self-identity), consistency (keeping personal consistent views) and uniqueness (distinguishing individuals from similar social groups).

We can summarize the function of attitude as follows: attitude determines what kind of objects people pay attention to in real life, how people deal with information about objects, how people experience them, how people react to them, and how people protect themselves and express themselves to others in unpleasant reality.

3 Attitude and behavior prediction

Needless to say, we all know that attitude and behavior are closely related. Usually, we assume that attitude can at least partially determine people's behavior. In this regard, in the 1930s and 1940s, there appeared an attitude-centered research upsurge in western academic circles.

3. 1 Can attitude predict behavior?

3. 1. 1 classic experiment

The research on behavior and attitude prediction can be said to have started from a research done by Stanford University psychologist Richard Lapiere in 1934. It not only provides a new perspective for human social behavior, but also causes a new round of research upsurge and many follow-up studies. [3]

In 1930s, there was serious racial prejudice and discrimination in the United States, which was very common and widely accepted. For example, it is very common that some hotels and restaurants often refuse to provide services to people of some races or ethnic minorities. Lapier decided to use these racist laws to test his point of view. Contrary to those generally accepted views, his theoretical hypothesis is that people's "social behavior" is rarely consistent with their verbal social attitudes. In other words, people's words and deeds are not consistent.

This study is divided into two parts. The first part focuses on real behavior, and the second part is to evaluate the hypothetical attitude related to it.

In the real behavior stage, Lapier and his China friends drove around the United States twice along the Pacific coast, and made a detailed observation and record of the courtesy received by Mr. and Mrs. China, but did not tell Mr. and Mrs. China. He explained that if they know the details, they will become unnatural and change their behavior, which will reduce the effectiveness of the research. In the second part of the study, Lapier sent a questionnaire to all the places they had been, and there was a time interval of six months between the questionnaire and the real visit. His explanation for this interval is that he hopes that the influence of China's visit to China will fade. The main question of interest in the questionnaire is: "Would you like to receive China guests in your hotel or restaurant?" Restaurants and cafes * * * received 8 1 questionnaire, and hotels received 47 questionnaires, with a recovery rate of 5 1%. To further ensure that the answers to the questionnaire were not directly affected by China's visit, Lapier also asked 32 other hotels and 96 restaurants to answer the same questionnaire, which were located in the same area as the restaurants and hotels visited by China.

After nearly three years, Lapier finally has the exact information of comparing social attitudes and social behaviors. As a result, Lapier said that among the 25/kloc-0 hotels and restaurants they visited, they were only given a cold shoulder because his companions were of different races. Apart from this unpleasant experience, they have been treated above average in other places.

After half a year, the results of the questionnaire were sent to the places where they had been and had not been. Almost all the hotels, restaurants, cafes and travelers' homes visited by The Fine Sword and China (more than 90%) replied that China people were not welcome. In addition, the distribution of answers in areas that have never been to is basically the same. This shows that the research results have not been influenced by the recent visits of travelers.

When discussing his own research results, Lapier focused on the lack of validity of the questionnaire to investigate personal real attitude. He pointed out: "It is impossible to directly compare the answers to questionnaires with the answers to actual experiences". But he denied that the usefulness of the questionnaire was completely ruled out. His suggestion is that these materials help to determine people's hypothetical attitudes towards hypothetical situations. Therefore, he came to his own conclusion: if you want to predict how a person will behave in the face of a real specific situation or a specific person, oral answers to hypothetical situations (that is, attitude questionnaires) are far from enough. He believes that only by studying people's behavior in real social situations can we accurately measure a person's social attitude.

3. 1.2 Other follow-up studies

Lapier's research results immediately caused a lot of criticism. Some people think that it is impossible to effectively measure an individual's attitude towards a certain group by simply answering the true and false questions in a letter. For example, the image of "China people" in the respondents' mind may be completely different from the China couple they actually met. He himself mentioned that "this couple is very elegant and charming and can quickly win the admiration and respect of people who have the opportunity to deal with them." In other words, this kind of attitude explicit scale measurement will inevitably be influenced by careless reaction, extreme reaction, default and social expectation, which will lead to some disputes about reliability and validity. Others think that only half of the places where the three of them have been answered the questionnaire, and perhaps those who took the time to answer the questionnaire have extreme prejudice against Asians. The final criticism is that after six months, the people who answered the questionnaire questions may not be the people they have met.

In view of the first criticism, that is, the defects in measurement technology, they improved the measurement technology, and a hidden (indirect) measurement technology came into being with the development of science and technology. In the early indirect measurement, inconspicuous behavior measurement and letter loss procedures were used, while physiological measurement techniques such as pupil response, skin conduction response and facial electromyography have continued to this day [4]. For today's attitude measurement, especially the implicit attitude measurement or implicit attitude measurement, there are more implicit association tests, emotional priming and other technologies. For example, we can measure the implicit racial attitude by measuring whether people spend more time associating positive words with black faces (compared with the time of associating positive words with white faces).

However, other follow-up studies still found that the correlation coefficient between attitude and behavior is very low, basically between 0.30 and 0.50 [5]. At the same time, the evidence of relevance theory is constantly emerging. Shortly after Lapier's research, Gallup, an American, used the sampling survey method in 1936 to predict that the accuracy of the difference between the turnout rate and the actual turnout rate was less than 1%, and successfully predicted that President Roosevelt was elected. For example, the research of Gibb and others shows that the attitude towards suicide directly leads to the expectation and occurrence of behavior.

It seems that the research results are not satisfactory, so researchers began to not completely deny the direct relationship between attitude and behavior, but turned to discuss the reasons for the inconsistency between attitude and behavior, and some influencing factors were well controlled. Social psychologist Wicker( 1969) has conducted 45 surveys on the relationship between attitude and behavior on topics such as race relations, job satisfaction and classroom killing time, of which only 9 belong to this range. To this end, Wicker concluded: "Overall, these studies show that compared with the statement that attitude and behavior are closely related, it is likely that attitude and explicit behavior are not related or only rarely related."

the Enlightenment

Psychologists react to pilar's research just like an athlete in a challenging competition. Some of them strongly criticized this, some researchers began to try to explain why the evaluation of attitude can't predict the real behavior of individuals, and some researchers tried to find out when attitude can predict behavior. There are few comprehensive studies on these directions, and general studies are based on the principle of convenience, with only one theory as the framework. So far, there is no research to discuss what theory to use under what circumstances. Perhaps different types of attitudes and behaviors can be predicted by different methods, but there is no clear conclusion [6]. The research on the relationship between attitude and behavior has great development prospects. Whether it is consumption, management, crime, health, etc. It will involve predicting behavior through changes in attitude. Multidisciplinary research often focuses on different points, so the theories adopted are quite different [7].

For some theories of attitude, such as rational behavior theory and planned behavior theory, I don't think these theories necessarily exist in isolation. Maybe there is a nesting effect between them. For example, the intensity of attitude can be nested in the theory of planned behavior and become a part of it, while the theory of planned behavior can be nested in implicit attitude and explicit attitude. Theoretical comparative analysis, not just correlation analysis, may be the development direction of future research.

3.2 When can attitude predict behavior

There are many research directions on the prediction of attitude to behavior. What I want to say here is when attitude can predict behavior.

Taylor, Peplau and Sears( 1997) conducted a study, trying to classify the factors that lead to the consistency between attitude and behavior into five categories: the intensity of attitude, the stability of attitude, the relationship between behavior and attitude, the salience of attitude, the pressure of situation and so on.

In a recent study, H.A.Micher and John D. Delamater (1999) synthesized the analysis of the influencing factors of the relationship between attitude and behavior, and thought that three variables should be investigated when predicting behavior through attitude: the activation of attitude, the characteristics of attitude and the definition of behavior scene [8].

(1) Activation of attitude: Everyone has thousands of attitudes. Many times, a specific attitude does not enter our consciousness, and many times our actions are unconscious or spontaneous, that is, actions without thinking. And if an attitude wants to influence behavior, it must be activated and enter the field of consciousness from memory. One way to activate attitude is to arrange a scene and present the attitude object. Of course, different attitudes are activated to different degrees, that is, there are different attitudes. Some attitudes, such as stereotypes, are highly accessible and will be activated automatically as long as the attitude object is presented. The higher the accessibility of an attitude, the greater the influence on classification, judgment and what we should do. The accessibility of attitude is measured by the activation speed.

(2) Characteristics of attitude: The characteristics of attitude affect the relationship between attitude and behavior: ① Consistency of emotional-cognitive relationship. The emotionality of attitude involves the emotional evaluation of the attitude object, while the cognitive component refers to a belief about the attitude object. The stronger the consistency between the two, the stronger the connection between attitude and behavior. In the face of persuasion information in the team, the holders of high consistency attitude tend to belittle the importance of opposing information, thus enhancing the toughness of attitude; ② Direct experience. In the consistency with behavior, the attitude of direct experience is often more consistent than that of indirect experience. This is because most attitudes based on direct experience are rooted in past behaviors, and attitudes based on past behavioral experiences are more likely to reappear in the future. 3 strength. The attitude based on direct experience is strong, and the relationship between attitude and behavior is close (that is, attitude has high-intensity experience and the consistency between attitude and behavior is high). The attitude with high emotional degree or high relationship with individual's own interests leads to the improvement of the importance and certainty of attitude (both of which are structural strength variables of attitude), so the predictability of its behavior is good.

(3) Scenario definition of behavior: Our behavior is not only influenced by our own attitude, but also by the behavior of others, the possibility of others discovering our motivation, and the scenario definition. Situational qualification refers to the possibility that others will understand your behavior and react positively or negatively. Situational restrictions will affect people's behavior. On the occasion of others' interaction, group pressure or reference group, the consistency of individual's opposing attitude with others, especially the weak attitude and behavior, is weakened.

In addition, the internal attitude structure is also closely related to behavior prediction. Miller and Tesser pointed out that the structural level at which internal attitudes are activated is not necessarily the same as the structural level at which individuals decide how to act, that is, at the same time, attitude evaluation and actual behavior structure can be different. However, only when the two structures are consistent, for example, they are homogeneous in cognitive level and emotional level, can the structure with attitude predict behavior.

3 Research Design: The prediction and suggestion of learning attitude of first-grade pupils on academic performance.

3. 1 question

Learning attitude is an attitude, which must have the above elements and characteristics about attitude. Therefore, we can define learning attitude from the definition of attitude: learning attitude is learners' internal readiness for learning activities, including understanding of learning objectives, motivation of learning activities, planning of learning activities and persistence of engaging in learning activities [9].

The first grade of primary school can be said to be the year when we officially entered our study career. According to previous studies, we know that learning attitude is the key factor affecting academic performance. A student with a positive learning attitude can cultivate perseverance to overcome difficulties and achieve good academic results. On the other hand, if a student does not have a positive learning attitude, it is difficult to achieve good academic performance even if the IQ is higher [10]. But most of this research is aimed at some college students and middle school students. Is this true for this special group of first grade primary school students? If the answer is yes, then cultivating students' positive learning attitude at this time will play an important role in future study.

3.2 Research design

3.2. 1 subject

By stratified random sampling, about 500 students in the second half of the first grade in five ordinary primary schools were randomly selected as subjects.

3.2.2 Research methods

From some existing self-rating scales of learning attitude, some topics are selected and the scale is compiled by ourselves. The questions of the scale should not only meet the requirements of reliability and validity, but also choose simple and easy questions according to the lack of literacy in the first grade of primary school, so as to facilitate the reading and understanding of lower grade students. When necessary, you can also give appropriate counseling.

At the same time, combined with observation and interview. In a few classes, observe students' behavior in the dark and make records, which should be comprehensive and accurate. Pay special attention to and interview students who are not serious in class. The focus of the interview should be the students themselves, classmates, teachers and parents.

According to the scores of the scale and the conclusions of observation and interview, students are divided into excellent, good, medium and poor according to their learning attitude.

Finally, the average score is obtained by adding the test scores of the student units and the final exam papers. Data correlation analysis with SPSS.

Analyze the results to see if there is a significant correlation between students' learning attitude and academic performance.

Postscript of 4 people: Let "good" attitude become behavior, and let "bad" attitude not affect action.

Our popular view of attitude and behavior is that attitude strongly influences behavior, but surprisingly and confusedly, attitudes that are usually regarded as our feelings about something or people often can't predict behavior well. This discovery makes social psychologists eager to find out why our words and deeds are often different. The final answer is that our attitude and behavior are influenced by many factors, and they will also affect each other.

Our attitude can predict our behavior: if "the influence of other factors" is minimized; If attitude is closely related to predictive behavior, such as voting; If the attitude is strong, something reminds us to remember this, or we realize it through direct experience. In these cases, our thoughts and feelings will be closely related to our actions. Let's draw the next conclusion that the relationship between attitude and behavior is just like the relationship between theory and practice: theory comes from practice, but it is higher than practice, and theory has a guiding role in practice. At the same time, the theory should be tested by practice, that is, the theory should be constantly innovated in practice. The relationship between attitude and behavior is: attitude originates from behavior, attitude is higher than behavior, attitude plays a guiding role in behavior, and attitude should be tested by behavior, that is, attitude should be constantly innovated in the process of behavior. That is, behavior determines attitude, and attitude reacts on behavior.

This "confusing" relationship between attitude and behavior can give us a lot of enlightenment. Pay the bill quickly for the "good" attitude. For example, when we want to change ourselves in an important way, we'd better not wait for an epiphany or inspiration. As for the "bad" attitude, we can overcome it with a little effort. For example, when we really need to take action, write that paper, make that phone call, meet that person, and so on. Although we are reluctant to do so, we can still beat ourselves. As far as practical application is concerned, attitude determines that everything has more practical value, and a good attitude can always bring a good ending. This means that we should constantly remind ourselves to establish a good attitude towards life and work, and constantly correct our behaviors and habits, so as to improve our behaviors, and then form good habits and personalities conducive to our development and make ourselves more successful.

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[9] Sun Shiling. The relationship among achievement goal, learning attitude and academic achievement of higher vocational students. Master's degree thesis of Shandong Normal University. 2008: 8-9。

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