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这是加拿大曼尼图巴大学心理学教授雷蒙德·佩里最近发表在 《加拿大教育》上的一篇文章。该文从动机心理学的角度， 阐述了教师应当如何帮助学生分析在学习上的成功与失败的原因问题。他特别强调， 教师要引导学生从“无能为力”向 “处于控制地位”转化， 其关键就在于帮助学生把学习的失败归因于本人可以控制的诸因素上， 让他们认识到， 学习上失败的原因是可以改变的， 从而， 就会导致学习上取得成功的期望、情绪和行动。这一点对处于素质教育第一线的教师， 甚有启发。此外， 他还特别告诫教师们， 要对作出有关学生们动机和自我价值的评论采取特别谨慎的态度， 避免作出可能引起学生对自己能力产生怀疑的不良后果， 这一点对教师的忠告， 也十分中肯。
This is an article recently published in Canadian Education by Raymond Perry, a psychology professor at the University of Manitoba in Canada. From the perspective of motivation psychology, this article elaborates on how teachers should help students analyze the causes of success and failure in learning. In particular, he stressed that teachers should guide students to transform from “helplessness” to “control status.” The key is to help students attribute the failure of learning to the factors that they can control and let them realize that the failure of learning The reason is changeable, and as a result, the expectations, emotions, and actions that lead to success in learning. This is very inspiring for teachers in the front line of quality education. In addition, he especially warned teachers to take a special cautious attitude towards making comments on student motivation and self-worth, and to avoid the adverse consequences that could cause students to have doubts about their own abilities. This is also true of teachers' advice Fair.