Consistency of pupils' attributions regarding success and failure

Research output: Contribution to journalArticlepeer-review

Abstract

191 6th graders attending schools in 3 socioeconomic areas were asked to attribute to causes their success or failure on examinations administered in 3 subjects in the course of a trimester. The extent of consistency was measured between attributional patterns obtained from 2 tests in the same subject and between two tests in different subjects. Results show consistency in Ss' attributional patterns. It was found that consistency of attributional patterns was significantly greater when Ss received the same outcomes on the 2 tests (success or failure) than when different outcomes were received (success-failure or failure-success). (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)104-110
Number of pages7
JournalJournal of Educational Psychology
Volume74
Issue number1
DOIs
StatePublished - Feb 1982

Keywords

  • consistency of attributions regarding examination success vs failure, 6th graders from schools in upper-middle vs lower-middle vs lower class areas

Fingerprint

Dive into the research topics of 'Consistency of pupils' attributions regarding success and failure'. Together they form a unique fingerprint.

Cite this