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1.
The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs. 相似文献
2.
Gina Cortés-Suárez 《Community College Journal of Research & Practice》2013,37(4-6):325-346
Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n = 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi- square procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty. 相似文献
3.
《Contemporary educational psychology》2002,27(1):99-117
This study addresses gaps in the current literature by examining hypotheses based on the integration of self-efficacy, anchoring, and attribution theory. A novel anchor, attributional feedback, was utilized after an initial performance episode, and its influence on self-efficacy judgments was examined. This study also tested the previously ignored mediating influence of attributional analysis on the relationship between performance and self-efficacy as well as the influence of different attributions on self-efficacy under conditions of both successful and unsuccessful performance. Findings of this research indicate that carefully structured feedback is crucial when discussing an individual's performance, as this feedback may influence the causal attributions that are made; moreover, it is through this attributional analysis that past performance affects judgments of self-efficacy. 相似文献
4.
Measurement of achievement attribution: A review of instigation methods,question contents,and measurement formats 总被引：3，自引：0，他引：3
Various methods of achievement attribution measurement are compared with regard to the construction of the achievement event and the measurement of the attributions elicited. The method of instigation and the content of the instruments depend greatly on whether situational or dispositional (individual differences) factors are emphasized. It is suggested that natural events, particularly those with pronounced effects, generate actual affective reactions and direct consequences and are particularly useful for studies of situational factors in attributions. On the other hand, hypothetical multiple-event measures are generally employed for studies of individual differences in attributions. The present review shows that questions on specific causes are more popular than those on attribution dimensions. Researchers should be cautious, however, because the dimensional meaning of these causes may vary across different cultures, age groups, or achievement settings. Different question formats and scoring methods also are compared. It is concluded that different methods have their own strengths and weaknesses and that researchers should select the one that best serves their purpose. 相似文献
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Richard Haugen Thorleif Lund Yngvar Ommundsen 《Scandinavian Journal of Educational Research》2013,57(2):171-185
The purpose of the study was to explore the relationship between attribution and selected personality dispositions, as well as self‐serving attribution. Four hypotheses were formulated: (1) Attributions for positive events correlate differently with the five personality dispositions than attributions for negative events, (2) factor analysis and cluster analysis of attributions for positive and negative events and the five personality dispositions will generate a general bipolar expectancy factor, (3) self‐serving attributions will dominate irrespective of subcultural context, and (4) the dominance of self‐serving attributions will be stronger in an individualistic‐oriented context than in a collectivistic‐oriented context. One‐hundred‐and‐fifty students, selected from two educational contexts (one individualistic‐oriented and one collectivistic‐oriented), were scored on attributions for positive and negative events as well as on the five personality dispositions on the basis of an inventory. All four hypotheses were supported. Educational implications are discussed. 相似文献
7.
Nicole Dubois Jean -Léon Beauvois 《European Journal of Psychology of Education - EJPE》1996,11(3):329-341
Some pupils categorized as good vs. bad pupils were given a questionnaire of attributions, thus allowing the calculation of internality scores. They were also requested to answer as would a good (vs. a bad) pupil do. Finally, they also had to predict in which way a good (vs. a bad) pupil would answer on their behalf. The results were explained within the frame of two different theoretical fields: the theory of the norm of internality and the biases in terms of intergroup attributions. These results show that 1) the attribution of internal explanations relates to an attribution of value that takes place within the intergroup evaluation, 2) whereas the ultimate attribution error can clearly be observed among the good pupils, the bad pupils exhibit an attributive pattern that is favorable to the good pupils. 相似文献
8.
Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
9.
N. C. Boreham 《Instructional Science》1987,16(2):123-136
Attempts by sensing and intuitive types to diagnose a malfunctioning industrial system by operating a computer-based data bank were compared in terms of (1) the extent of their causal attributions, and (2) their use of different information-gathering control operations. As predicted by Jungian type theory, intuitives made significantly more causal attributions to factors lying behind the immediately perceived malfunction (P<0.03). There were no significant differences between the two types' use of control operations. The implications of these findings for attribution theory, the theory of diagnostic error, and for the education of diagnosticians are discussed. 相似文献
10.
Childhood sexual abuse and abuse-specific attributions of blame over 6 years following discovery 总被引：1，自引：0，他引：1
OBJECTIVE: The purpose of this study was to examine patterns of change in attributions for childhood sexual abuse (CSA) over a 6-year period and whether such patterns were related to abuse severity, age, gender, and subsequent symptoms of depression and PTSD. METHODOLOGY: One-hundred and sixty children, 8-15 years old, were interviewed within 8 weeks of the time the CSA was reported to child protective services (i.e., the time of abuse discovery). Follow-up interviews were conducted 1-year later on 147, and 6 years later on 121 of the original participants. Abuse-specific attributions were obtained using two methods. Participants first responded to an open-ended interview question about why they believed the CSA had happened to them and then completed a rating scale about the extent to which possible attributions for the CSA applied to them (e.g., "Because I was not smart enough"). RESULTS: Over time, perpetrator-blame attributions were consistently more common than self-blame attributions for CSA (using both interview and rating measures). Youth were more likely to report self-blame attributions on the rating measure than the open-ended interview question. The interview method indicated that youth often felt confused about why the abuse happened up to a year following discovery but this response diminished by the third assessment. On average, ratings of perpetrator-blame attribution remained high over time (p<.05), whereas ratings of self-blame decreased (p<.01). Penetration was related to more self-blame (p<.05) and less perpetrator-blame (p<.05), and the use of force was related to more perpetrator-blame. The initial level of self-blame attribution ratings predicted subsequent symptoms of depression (p<.05) and intrusive experiences (p<.05) after controlling for age at abuse discovery, gender, and self-blame attributions for common events. Perpetrator-blame attributions were not related to symptoms. CONCLUSIONS: The findings of this study suggest that assessing responses to open-ended interview questions about the perceived reasons for the abuse and ratings of attributions are important for understanding how youth make sense of their abuse. Abuse-specific self-blame attributions at abuse discovery have a persistent effect on internalizing symptoms and should be assessed and the target of treatment as soon as possible after CSA has been reported to the authorities. 相似文献
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C M Okolo 《Journal of learning disabilities》1992,25(5):327-334
The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous. 相似文献
13.
以679名高中生为被试,采用问卷调查法探讨了高中生物理学习自我监控与自我效能感、成就目标定向、归因的关系。结果表明：高中生物理学习自我监控与自我效能感存在较高的正相关;高中生物理学习自我监控与掌握目标定向存在较高的正相关,与成绩目标定向存在微弱正相关;高中生物理学习自我评价成功者的自我监控与内部可控归因存在显著的正相关,与内部不可控归因无显著相关,与外部归因存在微弱正相关;物理学习自我评价失败者的自我监控与内部可控归因、内部不可控归因、外部归因均无显著相关;自我效能感、目标定向和学习成败归因是影响自我监控的重要内部因素。 相似文献
14.
This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and overinvolvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. The degree to which a DIL believed she and her husband interpreted his mother’s behavior similarly was also important and positively predicted marital satisfaction. Findings addto the growing portrait of in-law communication, offering directions for hurtful messages and attribution theorizing in the in-law context. 相似文献
15.
文章在回顾了归因理论的基础上,阐述了教学归因在外语界的发展,归纳出实证研究和理论研究的大体趋势,着重阐明了实证研究在国内教学领域的发展。外语教学领域教学归因研究主要从研究对象、研究方法、研究内容和研究成果四个方面进行,在此基础上进一步指出研究中存在的问题和今后值得关注的研究方向。 相似文献
16.
以美国心理学家伯纳德.韦纳的归因理论为基础,通过英语水平测试及访谈的方法,调查分析了成功与不成功的英语学习者的归因特点,以及不同归因特点对中学生英语学习行为产生的不同影响,旨在引导中学生进行正确积极的归因,对他们日后的英语学习有所帮助,为进一步提高英语教学质量提供理论依据。 相似文献
17.
George E. Deboer 《科学教学研究杂志》1985,22(2):153-162
The purpose of this study was to identify correlates of success for male and female students in their first collegiate science course. The factors that were examined included the personality variables of persistence, future orientation, and the tendency toward reckless and rash behavior, as well as cognitive attributions for success and failure. In addition, two scales from the Omnibus Personality Inventory that focused on the direction of a student's academic orientation were examined for their relationship to science achievement. Level of success x gender ANOV As showed no interactions for cognitive attributions or for the direction of academic orientation. Interactions for persistence, reckless and rash behavior, and future orientation indicated that these factors were more important to the science success of women than to that of men. 相似文献
18.
The purpose of this investigation was to determine whether a self-instructional method of attribution training could effectively alter both academic task persistence and effort attributions for success and failure. Ninety children with low-effort attributions were identified and randomly assigned to three groups. The two experimental groups (experiential and formal presentation) were given training with two slightly different self-instructional procedure and compared to a control group receiving no such training. The results revealed that both experimental groups receiving the self-instructional attribution training evidenced significant differences from the control group in both academic task persistence and effort attribution. 相似文献
19.
Frank H. Walkey John McClure Luanna H. Meyer Kirsty F. Weir 《Contemporary educational psychology》2013
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes. 相似文献
20.
Mahmoud Mohamed Emam 《Emotional and Behavioural Difficulties》2018,23(3):326-339
Identification of children who exhibit emotional and behavioural difficulties (EBDs) has been prioritized in several countries in the Middle East and North Africa (MENA) region including Oman. Research showed that cognitive attribution processes are biased and defective in atypical populations such as students with learning disabilities (LD). The current study examined the relationship between school-based attributions including academic and social attributions and the display of EBDs in students referred for having LD and typically achieving students. The Student Academic Attribution Scale (SAAS), Student Social Attribution Scale (SSAS), and the Arabic version of the Strengths and Difficulties Questionnaire (A-SDQ) were administered to 135 typically achieving students and 89 students referred for LD. The participants were all females from middle school. Stepwise regression analyses showed that academic and social attributions were more predictive of EBDs in students referred for LD compared to typically achieving students. The attribution profile of students with LD reflected negative symptoms that lead to the display of internalizing and externalizing EBDs. The study findings are discussed in relation to how schools can utilize the cognitive process of attribution to support students with EBDs. 相似文献