学生对学习物理产生的结果所做的归因会很大程度影响他们学习的动力，进而影响学业成就。分析高中生物理学业成就归因特点有助于他们调整不正确的归因方式，提高学习动力和学习效果。本研究通过问卷调查法和文献研究法，编制一份信度及效度均较高的高中生物理学业成就归因调查问卷，以237名高中生为研究对象，探究他们物理学业成就归因的特点及差异性。

       研究结果得出：（1）高中生认为内部稳定可控因素、内部不稳定不可控因素和外部稳定可控因素是影响物理学习成就水平的关键因素；外部稳定不可控因素和外部不稳定不可控因素被认为不是重要影响因素，这是积极的归因方式。（2）在外部不稳定可控方面男生和女生有显著性差异，女生比男生更认同他人帮助的重要性。（3）高一和高三学生在内部不稳定不可控和外部不稳定可控方面有显著性差异。前者更认同他人帮助的重要性，后者更加认可精神状态的重要性。高一和高二学生在外部不稳定不可控方面有显著性差异，高一比高二学生更认同运气的重要性。（4）在内部不稳定不可控和外部不稳定不可控方面，成绩不及格学生和成绩优秀学生有显著性差异，前者更认同运气的重要性，而后者更认同精神状态的重要性。建议高中生在学习物理过程中进行归因时尽量归因于内部可控稳定因素。

      The attribution made by students towards the results of studying physics can greatly affect their motivation to learn, and thus affect academic achievement. Analyzing the attribution characteristics of high school physics academic achievements can help them adjust incorrect attribution methods, improve learning motivation and effectiveness. This study developed a high reliability and validity physics achievement attribution survey questionnaire for high school students through questionnaire survey and literature research methods. 237 high school students were selected as the research subjects to explore the characteristics and differences of their physics achievement attribution.

      The research results show that: (1) high school students believe that internal stable and controllable factors, internal unstable and uncontrollable factors, and external stable and controllable factors are the key factors affecting the level of physics learning achievement; External stable and uncontrollable factors and external unstable and uncontrollable factors are considered not important influencing factors, and this is a positive attribution method. (2) There is a significant difference between males and females in terms of external instability and controllability, with females recognizing the importance of helping others more than males. (3) There is a significant difference between high school students in terms of internal instability and external instability and controllability. The former recognizes the importance of helping others more, while the latter recognizes the importance of mental state more. There is a significant difference between high school freshmen and sophomores in terms of external instability and uncontrollability, and high school freshmen and sophomores agree more with the importance of luck. (4) There is a significant difference between students with failing grades and those with excellent grades in terms of internal instability and external instability and controllability. The former recognizes the importance of luck more, while the latter recognizes the importance of mental state more. It is recommended that high school students attribute their physics learning to internal controllable and stable factors as much as possible.