Causal Attributions of Underachieving Fourth-Grade Students in China, Japan, and the United States

Datos Bibliográficos

ID2315979
AutoresPaul Tu, Paul Tuss (University of California, Santa Barbara, autor de correspondencia), Jules M Zimmer (University of California, Santa Barbara), Jules Zimmer (University of California, Santa Barbara), Hsiuzu Ho (0000-0002-2496-6112, University of California, Santa Barbara)
Año1995
Volumen26
Número4
Páginas408-425
Fecha de publicación1995-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Cross-Cultural Psychology (JOURNAL)
Identificadores de la revistaISSN: 0022-0221 • E-ISSN: 1552-5422
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022022195264006
OpenAlexW2105517751
IdiomaEN
Citas recibidas12
Referencias citadas22

Discrepancy between predicted and actual achievement scores was standardized within China, Japan, and the United States; 85 of 738 fourth-grade students were identified as underachievers. An equal-sized group of students achieving in the expected range was created with a matching procedure. All subjects responded to open-ended questions addressing their beliefs about the reasons for successful and unsuccessful mathematics performance. The students' responses were categorized and analyzed according to Weiner's attributional theory of achievement motivation. Asian students perceived controllable causes, particularly effort, to play a greater role in performance outcomes than did their American peers. Implications are discussed regarding the role causal beliefs and cultural factors may play in the underachievement phenomenon

Academic achievement · Attribution · China · Developmental psychology · Matching (statistics · Mathematics education · Political science · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation