Academic Achievement Responsibility Questionnaire – Chinese Version

Description

Learning responsibility refers to the sense of responsibility in the context of learning, also known as academic responsibility. According to Anderson (1983), learning responsibility is an intrinsic emotion that can stimulate students’ learning motivation and guide them to overcome difficulties through their own efforts. The “Encyclopedia of Education” summarizes learning responsibility as the learner’s awareness and experience regarding the obligations and responsibilities they should fulfill toward society and themselves in relation to learning. It is characterized as a lasting and relatively stable psychological trait, an influencing factor of learning motivation, primarily manifested in the understanding of learning goals and significance, as well as the resulting positive attitude, sense of mission, and the spirit of accountability for the consequences of poor learning behavior (Gu Mingyuan, 1988). Chen Hongbing et al. (1993) agree that academic responsibility refers to the psychological characteristic of learners being responsible for the learning process and outcomes throughout their learning journey, which is relatively stable and includes the recognition, fulfillment status, and emotional experience of students regarding academic responsibility. Yan Guocai (1997) pointed out that learning responsibility is the attitude that students can be responsible for their learning, and cultivating students’ learning responsibility is also a core requirement of responsibility education.

Authors and Contact Email

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Purpose

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Test Year

The Academic Achievement Responsibility Questionnaire (The Intellectual Achievement Responsibility Questionnaire) was compiled by Crandall et al. in 1965.

Administration Method and Scoring

This questionnaire consists of 34 multiple-choice questions about situations students encounter in their daily life or studies. Each question provides two options, half of which pertain to students’ perceptions of responsibility for success (internal control), while the other half pertains to their perceptions of failure (external control). The scoring uses a two-point scale: marking 1 point for the option indicating that the event was caused by the student, and 0 points for the alternative option where the event was caused by someone else. Higher scores indicate a stronger internal locus of control, meaning the student perceives their academic success or failure as self-caused; lower scores indicate a stronger external locus of control.

Reliability and Validity

The Cronbach’s alpha coefficient for the questionnaire is .818, indicating good reliability and validity.

Factors and Subscales

The subdimensions of learning responsibility, according to various scholars, include:
– 学习责任认识 (Recognition of Learning Responsibility)
– 学习责任情感 (Emotional Experience of Learning Responsibility)
– 学习责任意识 (Awareness of Learning Responsibility)
– 学习责任行为 (Behavioral Aspect of Learning Responsibility)

These four aspects are interconnected and inseparable.

Keywords

Learning Responsibility, Academic Responsibility, Internal Control, External Control, Motivational Factors, Educational Psychology

Items in Chinese

1. 如果一位老师给您一个比较好的分数，那可能是A.因为他(或她)喜欢您 B.因为您的学习成绩好
2. 当您在学校考试取得好成绩时，那比较可能是A.因为您曾努力成功 B.因为考试特别容易
3. 当您不理解教学内容时，通常是A.因为老师讲得不清楚 B.因为您没有认真听讲
4. 如果您读完一篇故事却没记住多少内容，通常是A.因为这篇小说写的不怎么样 B.因为您对这篇故事不感兴趣
5. 假使您的父母夸奖您在学校功课好，这可能是A.因为您真的学习成绩很好 B.因为他们当时心情很好
6. 假使您在某些功课上取得不同寻常的好成绩，这可能是A.因为您非常努力 B.因为有人帮了您
7. 如果您玩扑克或下跳棋输了，这通常是A.因为对方很会玩这种游戏 B.因为您自己玩得不好
8. 假使某人认为您并不怎么聪明 A.您能通过努力改变他的看法 B.总有一些人不论您干什么，他都认为您不聪明
9. 如果您很快地解开一个谜语，那是A.因为它并不太难 B.因为您很认真地去解释
10. 如果一个男孩或女孩说您笨，他们说这话比较可能是A.因为他们对您恼火 B.因为您做事确实不太聪明
11. 假使您念书想当一名教师、科学家或医生，但却没有成功，您认为这可能是A.因为您努力不够 B.因为您需要别人帮您一把，但却没有人肯定这样做
12. 当您在学校里学得很快时，通常是A.因为您注意力很集中 B.因为老师讲解得很清楚
13. 如果一位老师对您说“您学得不错”，这是A.因为有些老师惯常以此鼓励学生 B.因为您真的学得很好
14. 当您在学校遇到难解的算术或数学题时，这是A.因为您在解题之前学得不好 B.因为老师出题太难
15. 如果您忘记了课堂讲过的某些内容，这是A.因为老师讲得不好 B.因为您没有努力去记
16. 假使您不敢肯定对老师提问的回答是否正确，而结果证明您的答案是对的，这可能是A.因为老师不像平常那么挑剔 B.因为您已经尽自己所能地作了答
17. 如果您读完一篇故事并记住了大部分内容，通常是A.因为您对这篇故事很感兴趣 B.因为这篇故事写得好
18. 如果您的父母说您不动脑筋尽干傻事，这比较可能是A.因为您确实做得不怎么样 B.因为他们当时心情不太好
19. 当您在学校考试成绩不太好时，这是A.因为考试特别难 B.因为您没好好用功
20. 如果您玩扑克或下跳棋赢了，这是A.因为您确实很会玩 B.因为对方不太会玩
21. 如果人们认为您聪明机智，这是A.因为他们实际上很喜欢您 B.因为您通常确的确是如此
22. 如果一位老师不给您一个高分，那可能是A.因为她或他故意刁难您 B.因为您的功课的确没做好
23. 假使您在某门功课上不如平常，这可能是A.因为您没有像平常那么认真 B.因为有人干涉您使您无法用功
24. 如果一个男孩或女孩说您很聪明，那通常是A.因为您想出了一个好帖子 B.因为他们喜欢您
25. 假使您成了一位有名的教师、科学家或医生，您认为这可能是A.因为其他人及时帮助了您 B.因为您工作非常勤奋
26. 假使您的父母批评您在学校功课不好，这可能是A.因为您的功课真不太好 B.因为他们当时心情不好
27. 假使您向一个朋友讲解怎样玩一种游戏，而他却怎么也学不会，这可能是A.因为他自己总弄不清楚要怎么玩 B.因为您解释得不清楚
28. 当您在学校遇到很容易解的算术或数学题时，这通常是A.因为老师出的题特别容易 B.因为您在解题之前认真看过书
29. 如果您记住了课堂讲过的某些内容，这通常是A.因为您很努力去记它们 B.因为老师们讲得很清楚
30. 如果您解不开一条谜语，那比较可能是A.因为您不太擅长猜谜语 B.因为谜面说的不够清楚
31. 如果您的父母夸您聪明机智，那比较可能是A.因为他们当时心情好 B.因为您确实做的不坏
32. 假设您向一个朋友讲解怎样玩一种游戏，而他很快就学会了，这常常是A.因为您解释得很清楚 B.因为他的理解力强
33. 假设您不确定自己对老师提问的回答是否正确，而结果证明您的答案是错的，这可能是A.因为老师比平常更挑剔 B.因为您没考虑好就回答了
34. 如果一位老师对您说，“您还要加油啊”，这是A.因为这位老师，可能以此类客套话来鼓励学生用功 B.因为您的功课真的不像往常那么好

Items in English

1. If a teacher gives you a good score, it could be A. Because he/she likes you B. Because your study成绩 is good
2. When you achieve good results in school exams, it is likely A. Because you worked hard B. Because the exam was particularly easy
3. When you do not understand the teaching content, it is usually A. Because the teacher did not explain clearly B. Because you were not paying attention
4. If you finish reading a story but remember little, it is usually A. Because the novel was not good B. Because you are not interested in the story
5. If your parents praise you for doing well in school, it may be A. Because you indeed perform well B. Because they were in a good mood
6. If you achieve unusually good results in a subject, it could be A. Because you worked very hard B. Because someone helped you
7. If you lose in a card game or chess, it is usually A. Because your opponent is skilled at the game B. Because you played poorly
8. If someone thinks you are not very smart A. You can change their perception by hard work B. Some people just think you are not smart, no matter what you do
9. If you quickly solve a riddle, it is A. Because it is not too difficult B. Because you carefully explained it
10. If a boy or girl calls you stupid, it is more likely A. Because they are angry with you B. Because you indeed are not very smart
11. If you study to become a teacher, scientist, or doctor but do not succeed, you think it could be A. Because you did not work hard enough B. Because you needed help from others but no one was willing
12. When you learn quickly in school, it is usually A. Because you are very focused B. Because the teacher explained clearly
13. If a teacher says to you “You are doing well”, it is A. Because some teachers often use that to encourage students B. Because you really are doing well
14. When you encounter difficult math problems in school, it is A. Because you didn’t study well beforehand B. Because the teacher set difficult questions
15. If you forget some of the content discussed in class, it is A. Because the teacher did not explain well B. Because you did not try hard to remember
16. If you are not sure if your answer to the teacher’s question is correct and it turns out it is, it could be A. Because the teacher was less harsh than usual B. Because you did your best to answer
17. If you finish reading a story and remember most of it, it is usually A. Because you are interested in the story B. Because the story was well written
18. If your parents say you are not using your brain and are doing silly things, it is more likely A. Because you indeed did not do well B. Because they were not in a good mood
19. When you get a low score in school exams, it is A. Because the exam was particularly difficult B. Because you did not work hard
20. If you win in a card game or chess, it is A. Because you are indeed skilled B. Because your opponent did not play well
21. If people think you are clever, it is A. Because they genuinely like you B. Because you indeed are clever
22. If a teacher does not give you a high score, it might be A. Because he/she is deliberately making it difficult for you B. Because your work was not up to standard
23. If you do not perform as well in a subject as usual, it could be A. Because you did not work as hard as usual B. Because someone interfered and prevented you from studying
24. If a boy or girl says you are smart, it is usually A. Because you came up with a good idea B. Because they like you
25. If you become a famous teacher, scientist, or doctor, you think it is likely A. Because others helped you at the right time B. Because you worked very hard
26. If your parents criticize you for not doing well in school, it could be A. Because your work is genuinely lacking B. Because they were not in a good mood at the time
27. If you explain to a friend how to play a game and they just can’t learn it, it might be A. Because they can’t figure it out on their own B. Because you did not explain it well
28. When you encounter very easy math problems in school, it is usually A. Because the teacher set easy questions B. Because you studied seriously beforehand
29. If you remember some of the content discussed in class, it is usually A. Because you made an effort to remember B. Because the teachers were clear in their explanations
30. If you cannot solve a riddle, it is more likely A. Because you are not good at guessing B. Because the riddle was not clearly stated
31. If your parents praise you for being clever, it is more likely A. Because they were in a good mood B. Because you did reasonably well
32. If you explain to a friend how to play a game and they learn quickly, it is often A. Because your explanation was clear B. Because they have a good understanding
33. If you are unsure whether your answer to a teacher’s question is correct and it turns out to be wrong, it could be A. Because the teacher was more critical than usual B. Because you did not think carefully before answering
34. If a teacher says to you, “You need to try harder,” it is A. Because the teacher might be saying this as a form of encouragement B. Because your work really is not as good as usual

References

Anderson (1983), Gu Mingyuan (1988), Chen Hongbing et al. (1993), Yan Guocai (1997), Bacon (1993), Crandall et al. (1965)